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Nakeva von Mentzer, Cecilia
Publications (10 of 32) Show all publications
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Dahlström, Ö., Lindgren, M., Ors, M., . . . Uhlén, I. (2015). Segmental and suprasegmental properties in nonword repetition: An explorative study of the associations with nonword decoding in children with normal hearing and children with bilateral cochlear implants. Clinical Linguistics & Phonetics, 29(3), 216-235
Open this publication in new window or tab >>Segmental and suprasegmental properties in nonword repetition: An explorative study of the associations with nonword decoding in children with normal hearing and children with bilateral cochlear implants
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2015 (English)In: Clinical Linguistics & Phonetics, ISSN 0269-9206, E-ISSN 1464-5076, Vol. 29, no 3, p. 216-235Article in journal (Refereed) Published
Abstract [en]

The present study explored nonword repetition (NWR) and nonword decoding in normalhearing (NH) children and in children with cochlear implants (CIs). Participants were 11 children with bilateral CIs, 5:0-7:11 years (M = 6.5 yrs.), and 11 NH children, individually age-matched to the children with CIs. The purpose was twofold; to thoroughly describe aspects of repetition and decoding of novel words and to study possible associations between them. All children were assessed after having practiced with a computer-assisted reading intervention with a phonics approach during four weeks. Results showed that NH children outperformed children with CIs on the majority of aspects of NWR. The analysis of syllable length in NWR revealed that children with CIs made more syllable omissions than did the NH children, and predominantly in prestressed positions. Additionally, the consonant cluster analysis showed significantly more consonant omissions and substitutions in children with CIs suggesting that reaching fine- grained levels of phonological processing was particularly difficult for these children. No significant difference was found for decoding accuracy between the groups, as measured by percent nonwords and percent phonemes correctly decoded, but differences were observed regarding error patterns. Further, phoneme deletions and lexicalizing of nonwords occurred more often in children with CIs than in those with NH. The correlation analysis revealed that the ability to repeat consonant clusters in NWR had the strongest associations to nonword decoding in both groups.

Place, publisher, year, edition, pages
Informa Healthcare, 2015
Keywords
Nonword repetition, nonword decoding, children, normal hearing, cochlear implants
National Category
Other Health Sciences
Identifiers
urn:nbn:se:liu:diva-108901 (URN)10.3109/02699206.2014.987926 (DOI)000349619700004 ()
Note

This research was funded by The Swedish Research Council for Working Life and Social Sciences, the Linneaus Centers HEAD at Linkoping University, and CCL - Cognition, Communication and Learning at Lund University.

Available from: 2014-07-11 Created: 2014-07-11 Last updated: 2018-04-07
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Dahlström, Ö., Lindgren, M., Ors, M., . . . Uhlén, I. (2014). Computer-assisted reading intervention with a phonics approach for children using cochlear implants or hearing aids. Scandinavian Journal of Psychology, 55(5), 448-455
Open this publication in new window or tab >>Computer-assisted reading intervention with a phonics approach for children using cochlear implants or hearing aids
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2014 (English)In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 55, no 5, p. 448-455Article in journal (Refereed) Published
Abstract [en]

The present study examines computer-assisted reading intervention with a phonics approach for deaf and hard of hearing (DHH) children in Sweden using cochlear implants or hearing aids, or a combination of both. The study included forty-eight children, 5, 6 and 7 years of age. Sixteen children with normal hearing (NH) served as a reference group. The first purpose of the study was to compare NH and DHH children’s reading ability at pre and post intervention. The second purpose was to investigate effects of the intervention. Cognitive and demographic factors were analyzed in relation to reading improvement. Results showed no statistically significant difference for reading ability at the group level, although NH children showed overall higher reading scores at both test points. Age comparisons revealed a statistically significant higher reading ability in the NH 7-year olds compared to the DHH 7-year olds. The intervention proved successful for word decoding accuracy, passage comprehension and as a reduction of nonword decoding errors in both NH and DHH children. Reading improvement was associated with complex working memory and phonological processing skills in NH children. Correspondent associations were observed with visual working memory and letter knowledge in the DHH children. Age was the only demographic factor that was significantly correlated with reading improvement. The results suggest that DHH children’s beginning reading may be influenced by visual strategies that might explain the reading delay in the older children.

Place, publisher, year, edition, pages
Wiley: 24 months, 2014
Keywords
Children, deaf and hard of hearing, cochlear implants, hearing aids, computer-assisted reading intervention, phonics approach
National Category
Other Health Sciences
Identifiers
urn:nbn:se:liu:diva-108900 (URN)10.1111/sjop.12149 (DOI)000341908300007 ()25078707 (PubMedID)
Available from: 2014-07-11 Created: 2014-07-11 Last updated: 2018-04-07Bibliographically approved
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Dahlström, Ö., Lindgren, M., Ors, M., . . . Uhlén, I. (2014). Predictors of phonological change in deaf and hard of hearing children who use cochlear implants or hearing aids.
Open this publication in new window or tab >>Predictors of phonological change in deaf and hard of hearing children who use cochlear implants or hearing aids
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2014 (English)Manuscript (preprint) (Other academic)
Abstract [en]

Objective: The purpose of the present study was to examine cognitive abilities (i.e., working memory (WM), lexical access, phonological processing skills (PhPS), and letter knowledge) in deaf and hard of hearing (D/HH) children in relation to a reference group with normal hearing (NH) children pre intervention with a computer-assisted program that focused on phonological coding. A more specific purpose was to explore how cognitive abilities were associated to PhPS pre intervention and to phonological change post intervention in D/HH children in general, and specifically in D/HH children with weak initial PhPS.

Methods: Participants were thirty-two children using cochlear implants or hearing aids, or both in combination, and sixteen children with NH 5, 6 and 7 years of age. Children practiced with phonological coding 10 min per day for 4 weeks with support by their parents. Cognitive abilities were examined pre and post intervention.

Results: NH and D/HH children displayed a similar performance level on the majority of cognitive tasks, but the D/HH children demonstrated weaker lexical access and PhPS. A significant correlation between complex WM and PhPS pre intervention was only observed in D/HH children. Weak initial performance on one phonological processing task capturing both lower level and higher level auditory processing was the main significant predictor of phonological change in all D/HH children. In D/HH children with weak initial PhPS letter naming was associated with phonological change.

Conclusions: The associations between complex working memory and PhPS in D/HH children and the lack of such associations in children with NH may indicate that phonological processing skills require more cognitive resources in the D/HH children. Letter knowledge can act as a driving force for phonological change following intervention in D/HH children with weak PhPS.

Keywords
Deaf and hard of hearing, children, cochlear implants, hearing aids, phonological change, cognitive abilities
National Category
Other Health Sciences
Identifiers
urn:nbn:se:liu:diva-108899 (URN)
Available from: 2014-07-11 Created: 2014-07-11 Last updated: 2018-04-07Bibliographically approved
Nakeva von Mentzer, C. (2014). Rethinking Sound: Computer-assisted reading intervention with a phonics approach for deaf and hard of hearing children using cochlear implants or hearing aids. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Rethinking Sound: Computer-assisted reading intervention with a phonics approach for deaf and hard of hearing children using cochlear implants or hearing aids
2014 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

In the present thesis, computer-assisted reading intervention with a phonics approach was examined in deaf and hard of hearing children (DHH) aged 5, 6 or 7 years old using cochlear implants, hearing aids or a combination of both. Children with normal hearing (NH), matched for non-verbal intelligence and age, served as a reference group. Deaf and hard of hearing children constitute a heterogenetic population regarding cognitive and academic achievement. Many of them do not reach age appropriate levels in language and reading ability during their school years, with negative consequences for later training facilities and job opportunities. Finding relevant intervention methods to promote early language learning and literacy development that are easy to implement is therefore of great importance. In this thesis three aspects of cognitive ability (phonological processing skills, lexical access and working memory capacity), and reading ability was examined at three points in time; baseline 1, pre intervention and post intervention. Additionally, computer-assisted training delivered by  means of the Internet in the children’s homes was explored in order to determine whether it would be a useful and efficient method for the DHH population. Overall, the results from the present thesis support the notion that offering a computer-assisted intervention program delivered at home, is an alternative way to support not only NH children with reading difficulties but also to support DHH children’s phonological development and decoding proficiency.

Abstract [sv]

I denna avhandling undersöktes fonologisk lästräning vid datorn för döva och hörselskadade barn 5, 6 och 7 år gamla som använde cochleaimplantat, hörapparat eller en kombination av båda. Barn med normal hörsel som var matchade avseende icke-verbal intelligens och ålder utgjorde jämförelsegrupp. Döva och hörselskadade barn utgör en heterogen grupp avseende kognitiv förmåga och skolframgång. Många av dem når inte kraven för åldern avseende språk och läsförmåga under skoltiden vilket får negativa konsekvenser för senare utbildning och arbete. Att hitta relevanta interventionsmetoder för att främja tidig språkinlärning och läsutveckling som är lätta att genomföra, är därför av stor betydelse. I avhandlingen undersöktes tre aspekter av kognitiv förmåga (fonologisk bearbetningsförmåga, lexikal åtkomst och arbetsminneskapacitet) och läsförmåga vid tre tidpunkter; förtest 1, före intervention och efter intervention. Dessutom undersöktes om datorbaserad intervention som genomförs via Internet i hemmet, skulle vara en användbar och effektiv metod för döva och hörselskadade barn. Resultaten i stort visar att fonologisk lästräning vid datorn i barnens hem är en alternativ metod att stödja inte bara barn i risk att utveckla lässvårigheter, utan även döva och hörselskadade barns fonologi och avkodningsförmåga.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2014. p. 108
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 627Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 63
Keywords
Computer-assisted reading intervention, phonics approach, deaf and hard of hearing, children, cochlear implants, hearing aids, Datorbaserad fonologisk lästräning, döva och hörselskadade barn, cochleaimplantat, hörapparat
National Category
Other Health Sciences
Identifiers
urn:nbn:se:liu:diva-108902 (URN)10.3384/diss.diva-108902 (DOI)978-91-7519-270-3 (ISBN)
Public defence
2014-09-05, I:101, Hus I, Campus Valla, Linköpings universitet, Linköping, 10:00 (Swedish)
Supervisors
Available from: 2014-07-11 Created: 2014-07-11 Last updated: 2014-09-09Bibliographically approved
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Dahlström, Ö., Lindgren, M., Ors, M., . . . Uhlén, I. (2014). The Phonics Approach in Swedish Children using Cochlear Implants or Hearing Aids: Inspecting Phonological Gain. Journal of Communication Disorders, Deaf Studies & Hearing Aids, 2(3), 117
Open this publication in new window or tab >>The Phonics Approach in Swedish Children using Cochlear Implants or Hearing Aids: Inspecting Phonological Gain
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2014 (English)In: Journal of Communication Disorders, Deaf Studies & Hearing Aids, ISSN 2375-4427, Vol. 2, no 3, p. 117-Article in journal (Refereed) Published
Abstract [en]

The present study investigated cognitive abilities (i.e. Phonological Processing Skills (PhPS), lexical access, complex and visual Working Memory (WM), and letter knowledge) in Deaf and Hard of Hearing children (DHH) 5, 6 and 7 years of age using cochlear implants or hearing aids. Children with Normal Hearing (NH) served as a reference group. All children took part of a computer-assisted intervention with a phonics approach for 4 weeks aimed to support PhPS. The first aim of the study was to examine associations between cognitive abilities and Phonological Processing Skills (PhPS) pre intervention in DHH and NH children respectively. The second aim was to examine cognitive predictors of phonological gain post intervention. Finally, the influence of background variables on phonological gain was examined in NH and DHH respectively and in DHH children with weak PhPS particularly. Results showed comparable performance level in NH and DHH children on the majority of cognitive tasks, but weaker PhPS and lexical access in the DHH children. A significant association between PhPS and complex WM was only evident in DHH children. This finding suggests that DHH recruit more cognitive resources in phonological processing. A phonological representation task was the single predictor of phonological gain in DHH children. Children with initial weak performance on this task but had letter-naming skills, displayed relatively more phonological gain from the phonics training. Children with difficulties with the phonological representation task were older when diagnosed and had an older age at amplification. Further, these children displayed broader cognitive difficulties, suggesting that reduced access to auditory stimulation may have wide ranging effects on cognitive development.

Place, publisher, year, edition, pages
OMICS Group, 2014
National Category
Health Sciences
Identifiers
urn:nbn:se:liu:diva-112220 (URN)10.4172/2375-4427.1000117 (DOI)
Available from: 2014-11-19 Created: 2014-11-19 Last updated: 2018-04-07Bibliographically approved
Lyxell, B., Wass, M., Sahlén, B., Uhlén, I., Möller, C., Henricson, C., . . . Mäki-Torkko, E. (2013). Cognitive and communicative development in deaf and hearing-impaired children with cochlear implants and/or hearing-aids. In: : . Paper presented at Second International Conference on Cognitive Hearing Science for Communication, Linköping University, Sweden, June 16-19, 2013. (pp. 114).
Open this publication in new window or tab >>Cognitive and communicative development in deaf and hearing-impaired children with cochlear implants and/or hearing-aids
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2013 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The purpose of the study was to examine neurophysiological, cognitive and linguistic development in deaf and hearing-impaired children (5–7 years of age) with CI and/or hearingaids and how a phonological intervention programme may influence this development. The deaf and hearing-impaired children were compared with age-matched hearing children. The results reveal that deaf and hearing-impaired children had equivalent or close to equivalent performance levels compared to hearing children for cognitive and linguistic tasks with relatively low demands on phonological processing, whereas there was a substantial and significant difference between the groups for cognitive tasks involving explicit phonological processing. The results indicate that there is a relationship between age at implant and neurophysiological, cognitive and linguistic development, where early implantation promotes faster development. The childrens´ cognitive performance increased as a function of phonological intervention.

National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-103053 (URN)
Conference
Second International Conference on Cognitive Hearing Science for Communication, Linköping University, Sweden, June 16-19, 2013.
Available from: 2014-01-12 Created: 2014-01-12 Last updated: 2014-01-28
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Dahlström, Ö., Lindgren, M., Ors, M., . . . Uhlén, I. (2013). Computer-assisted intervention for children with hearing impairment: Cognitive factors and phonological change. In: CHSCOM2013: . Paper presented at Second International Conference on Cognitive Hearing Science for Communication, 16–19 June 2013, Liköping, Sweden. Linköping University Electronic Press
Open this publication in new window or tab >>Computer-assisted intervention for children with hearing impairment: Cognitive factors and phonological change
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2013 (English)In: CHSCOM2013, Linköping University Electronic Press, 2013Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Thirty-two children with hearing impairment (HI) using cochlear implants (CI) and/or hearing aids (HA), and sixteen with normal hearing (NH) participated in a computer-assisted intervention study that focused on perceiving and memorizing phonemic sounds. The first purpose was to study cognitive abilities in NH and HI children, how they related to phonological processing skills (PhPS) pre intervention and to phonological growth post intervention. The second purpose was to analyze children’s performance at different fine-grained levels of phonological processing, i.e. how they manipulated, stored and produced phonological entities of different size with or without semantic content. This was put in relation to children’s type of auditory stimulation (electrical; bilateral CI, bimodal: CI + HA and acoustical; bilateral HA). Results showed significant correlations between complex working memory and PhPS in children with HI but not in children with NH. This suggests different cognitive strategies in the children when dealing with phonological processing tasks. Poor phoneme discrimination was the strongest predictor of phonological growth in the children with HI as a function of training. Thus, the computer-assisted program was beneficial for HI children with weak initial phoneme discrimination skills. Children with CI showed reduced performance at fine-grained levels of receptive phonological processing but not on expressive phonological lexical tasks.

Place, publisher, year, edition, pages
Linköping University Electronic Press, 2013
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-100633 (URN)
Conference
Second International Conference on Cognitive Hearing Science for Communication, 16–19 June 2013, Liköping, Sweden
Available from: 2013-11-10 Created: 2013-11-10 Last updated: 2018-04-07Bibliographically approved
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Dahlström, Ö., Lindgren, M., Ors, M., . . . Uhlén, I. (2013). Computer-assisted intervention for Deaf and Hard of hearing (D/HH) children with cochlear implants or hearing aids: Cognitive factors and phonological change. In: : . Paper presented at 11th European Symposium on Paediatric Cochlear Implantation (ESPCI 2013), 23-26 May 2013, Istanbul, Turkey.
Open this publication in new window or tab >>Computer-assisted intervention for Deaf and Hard of hearing (D/HH) children with cochlear implants or hearing aids: Cognitive factors and phonological change
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2013 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Aim: Study cognitive abilities; specifically working memory and lexical access in NH and DHH children, and their correlations to phonological processing skills (PhPS) pre intervention. Analyze how cognitive abilities related to phonological change post intervention. 

Material and Method: Tasks for lexical access, complex and visual working memory and Phpr were assessed pre and post intervention.

Conclusion: DHH children performed at a lower level than NH children on lexical access but equally on complex and visual working memory. Significant correlations between complex working memory and PhPS were evident in DHH children but not in NH. This suggests that DHH children recruit more cognitive resources when performing PhPr tasks. Weak initial performance on a task for phonological representations (Phrep) was the only significant predictor of phonological change in DHH children. Weak PhRep was associated with a higher age at diagnosis, higher age at implant, and shorter usage-time with CI. 

Keywords
Deaf and hard of hearing; Children; Cochlear implants; Hearing aids; Phonological processing skills; Computer-assisted intervention
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-100512 (URN)
Conference
11th European Symposium on Paediatric Cochlear Implantation (ESPCI 2013), 23-26 May 2013, Istanbul, Turkey
Available from: 2013-11-08 Created: 2013-11-08 Last updated: 2018-04-07
Nakeva von Mentzer, C. (2013). Computer-assisted intervention for Deaf and Hard of hearing (D/HH) children with cochlear implants or hearing aids: Effects on phonological processing skills, Cognitve factors and phonological change, Reading and cognitive factors, Multiple case study of children with cochlear implants. In: : . Paper presented at Specialpedagogiska skolmyndighetens program för regional hörselträff-Fördjupad (pp. 11-12).
Open this publication in new window or tab >>Computer-assisted intervention for Deaf and Hard of hearing (D/HH) children with cochlear implants or hearing aids: Effects on phonological processing skills, Cognitve factors and phonological change, Reading and cognitive factors, Multiple case study of children with cochlear implants
2013 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
National Category
Humanities
Identifiers
urn:nbn:se:liu:diva-105019 (URN)
Conference
Specialpedagogiska skolmyndighetens program för regional hörselträff-Fördjupad
Available from: 2014-03-05 Created: 2014-03-05 Last updated: 2014-07-11
Nakeva von Mentzer, C., Lyxell, B., Sahlén, B., Wass, M., Lindgren, M., Ors, M., . . . Uhlén, I. (2013). Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills. International Journal of Pediatric Otorhinolaryngology, 77(12), 2049-2057
Open this publication in new window or tab >>Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills
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2013 (English)In: International Journal of Pediatric Otorhinolaryngology, ISSN 0165-5876, E-ISSN 1872-8464, Vol. 77, no 12, p. 2049-2057Article in journal (Refereed) Published
Abstract [en]

Objective

Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention. Study the effects of computer-assisted phoneme–grapheme correspondence training in the children. Specifically analyze possible effects on DHH children's phonological processing skills.

Methods

The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme–grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3 post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents.

Results

NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme–grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme–grapheme correspondence.

Conclusion

For some DHH children phonological processing skills are boosted relatively more by phoneme–grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters.

Place, publisher, year, edition, pages
Elsevier, 2013
Keywords
Deaf and hard of hearing; Children; Cochlear implants; Hearing aids; Phonological processing skills; Computer-assisted intervention
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-100465 (URN)10.1016/j.ijporl.2013.10.007 (DOI)000328870800027 ()
Projects
Neurofysiologiska aspekter på hörande
Available from: 2013-11-08 Created: 2013-11-08 Last updated: 2017-12-06
Organisations

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