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Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills
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. (Linnaeus Centre HEAD)
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, Anaesthetics, Operations and Specialty Surgery Center, Department of Otorhinolaryngology in Linköping. (Linnaeus Centre HEAD)
Lund University, Sweden. (Linnaeus Centre)
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. (Linnaeus Centre HEAD)
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2013 (English)In: International Journal of Pediatric Otorhinolaryngology, ISSN 0165-5876, E-ISSN 1872-8464, Vol. 77, no 12, 2049-2057 p.Article 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. Vol. 77, no 12, 2049-2057 p.
Keyword [en]
Deaf and hard of hearing; Children; Cochlear implants; Hearing aids; Phonological processing skills; Computer-assisted intervention
National Category
Medical and Health Sciences
Identifiers
URN: urn:nbn:se:liu:diva-100465DOI: 10.1016/j.ijporl.2013.10.007ISI: 000328870800027OAI: oai:DiVA.org:liu-100465DiVA: diva2:662775
Projects
Neurofysiologiska aspekter på hörande
Available from: 2013-11-08 Created: 2013-11-08 Last updated: 2017-12-06
In thesis
1. Rethinking Sound: Computer-assisted reading intervention with a phonics approach for deaf and hard of hearing children using cochlear implants or hearing aids
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. 108 p.
Series
Linköping Studies in Arts and Science, ISSN 0282-9800 ; 627Studies from the Swedish Institute for Disability Research, ISSN 1650-1128 ; 63
Keyword
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

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Nakeva von Mentzer, CeciliaLyxell, BjörnWass, Malin

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International Journal of Pediatric Otorhinolaryngology
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