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Reading Strategies and Cognitive Skills in Children with Cochlear Implants
Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences. Östergötlands Läns Landsting, Reconstruction Centre, Department of ENT - Head and Neck Surgery UHL.
Department of Logopedics, Phoniatrics and Audiology, Lund University, Sweden.
Department of Logopedics, Phoniatrics and Audiology, Lund University, Sweden.
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2010 (English)In: Acta Neuropsychologica, ISSN 1730-7503, E-ISSN 2084-4298, Vol. 8, no 2, 143-180 p.Article in journal (Refereed) Published
Abstract [en]

The present study investigated WM capacity, lexical access, phonological skills and reading ability in 6 children with cochlear implants (CI), attending grades 1-3. For each test measure, the individual performance of the children with CI was compared to a grade-matched comparison group of children with normal hearing. Performance was also studied in relation to demographic factors. The results reveal that the children with CI have specific difficulties in tasks of phonological skills and phonological working memory (WM) where nonwords are used as test stimuli. They do not seem to have problems with phonological processing of words for which they have a well defined phonological representation. They also experienced relatively more difficulties in tasks on lexical access without any contextual info. We suggest that children with CI are particularly efficient in using compensatory strategies in situations where their auditory perception does not provide sufficient information to correctly match the incoming speech signal to a corresponding representation in the long-term phonological storage. The children with CI in this study are skilled readers, both for decoding of words and nonwords and for reading comprehension. They may use both orthographic and phonological reading strategies although most of them seem to be dependent on phonological decoding to some extent.

Place, publisher, year, edition, pages
Warsaw, Poland: MedSportPress , 2010. Vol. 8, no 2, 143-180 p.
Keyword [en]
Cochlear implants, working memory, phonological skills, lexical access, reading ability
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:liu:diva-51734OAI: oai:DiVA.org:liu-51734DiVA: diva2:277207
Available from: 2009-11-16 Created: 2009-11-16 Last updated: 2017-12-12Bibliographically approved
In thesis
1. Children with Cochlear Implants: Cognition and Reading Ability
Open this publication in new window or tab >>Children with Cochlear Implants: Cognition and Reading Ability
2009 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Barn med cochleaimplantat : Kognition och läsförmåga
Abstract [en]

The present thesis investigated cognitive ability in children with severe to profound hearing impairment who have received cochlear implants (CIs). The auditory stimulation from a cochlear implant early in life influences most cognitive functions as a consequence of the plasticity of the brain in the young child. It is important to understand the cognitive consequences of auditory stimulation from CIs in order to provide adequate support to these children. This thesis examined three specific aspects of cognitive ability (working memory, phonological skill and lexical access), and reading ability in children with CIs, as compared to children with normal hearing in the same age. The relations between cognitive abilities and reading skills were also investigated, as well as the associations between demographic variables (e.g., age at implantation and communication mode), cognitive abilities and reading skills. The children with CI generally had lower performance levels than the normal hearing children in tasks of phonological and general working memory, phonological skills and lexical access. They had specific problems in tasks with high demands on phonological working memory, whereas their performance levels in tasks of visuospatial working memory were on par with the hearing children. A majority of the children with CI demonstrated reading skills within the normal range for hearing children, both for decoding and reading comprehension. The relations between demographic factors and cognitive skills varied somewhat between the studies. The patterns of result are discussed with reference to contemporary theories of working memory, phonological skills, and lexical access.

Abstract [en]

Avhandlingens övergripande syfte var att studera kognitiva förmågor hos barn med grav hörselskada eller dövhet som fått cochleaimplantat (CI). Auditiv stimulering från CI i tidig ålder påverkar de flesta kognitiva funktioner som en följd av hjärnans plasticitet hos små barn. Det är viktigt att förstå de kognitiva konsekvenserna av auditiv stimulering från CI för att kunna ge dessa barn bästa möjliga stöd. Avhandlingen undersökte tre specifika aspekter av kognitiv förmåga (arbetsminne, fonologiska förmågor och lexikal aktivering), samt läsförmåga hos barn med CI, i jämförelse med barn med normal hörsel i samma åldrar. Relationerna mellan kognitiva förmågor och läsförmåga studerades också, liksom sambanden mellan demografiska faktorer (t ex implantationsålder och kommunikationssätt) och kognitiva förmågor samt läsfärdigheter. Barnen med CI hade generellt lägre prestationsnivå än barnen med normal hörsel i uppgifter som mäter fonologiskt och generellt arbetsminne, fonologiska förmågor och lexikal aktivering. De hade specifika problem i uppgifter som i hög grad belastar fonologiskt arbetsminne, medan deras visuospatiala arbetsminneskapacitet var jämförbar med den hos barnen med normal hörsel. Majoriteten av barnen med CI hade läsfärdigheter i nivå med normalhörande barn, för både avkodning och läsförståelse. Sambanden mellan demografiska faktorer och kognitiva förmågor och läsförmåga varierade mellan studierna. Resultatmönstren diskuteras utifrån teorier om arbetsminne, fonologiska färdigheter och lexikal aktivering.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2009. 75 + papers 1-4 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 503Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 30
Keyword
Cochlear implants, children, working memory, phonological skills, lexical access, reading ability, Cochleaimplantat, barn, arbetsminne, fonologiska färdigheter, lexikal aktivering, läsförmåga.
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:liu:diva-51735 (URN)978-91-7393-487-9 (ISBN)
Public defence
2009-11-27, Key 1, Hus Key, Campus Valla, Linköpings universitet, Linköping, 13:00 (Swedish)
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Supervisors
Available from: 2009-11-16 Created: 2009-11-16 Last updated: 2014-10-01Bibliographically approved

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Wass, MalinLyxell, BjörnMäki-Torkko, ElinaHällgren, MathiasLarsby, Birgitta

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Wass, MalinLyxell, BjörnMäki-Torkko, ElinaHällgren, MathiasLarsby, Birgitta
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The Swedish Institute for Disability ResearchDisability ResearchFaculty of Arts and SciencesDepartment of ENT - Head and Neck Surgery UHLOto-Rhiono-Laryngology and Head & Neck SurgeryFaculty of Health SciencesTechnical Audiology
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Acta Neuropsychologica
Psychology (excluding Applied Psychology)

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