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Orthographic learning in children with hearing impairment
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)
Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Anaesthetics, Operations and Specialty Surgery Center, Department of Otorhinolaryngology in Linköping.
Karolinska Institute, Stockholm, Sweden.
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2011 (English)In: First International Conference on Cognitive Hearing Science for Communication, 2011, 126-126 p.Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Early in reading development, children generally read by using phonological decoding strategies where words are read letter by letter. Later in reading development, orthographic decoding strategies are generally used by most readers. This means that whole words are recognized directly through a process of comparing written words to mental orthographic representations, i.e. long-term memories of written words.This strategy is quicker and more efficient for reading familiar words.The process of building up a mental orthographic lexicon in long term memory is often referred to as orthographic learning (e.g. Share, 2004). In children with normal hearing and typical development, those who are better at phonological decoding also become better at constructing their orthographic lexicon. Children with cochlear implants (CI) have demonstrated relatively high reading skills despite less favorable cognitive prerequisites in terms of phonological representations, phonological working memory, phonological skills and lexical access (Asker-Árnason et al., 2007, Wass et al., 2010).The present study explores the acquistion orthographic representations in children who use CI and children who have moderate hearing impairments and use hearing aids (HA). The performance of each group was compared to that of hearing children matched for grade, nonverbal intelligence and gender.The results indicated that the children with CI did not have significantly different orthographic learning ability than their comparison group but had slightly poorer reading comprehension. The children with HA performed significantly poorer than their comparison group on orthographic learning but had similar reading skills as their comparison group on all measures of reading.

Place, publisher, year, edition, pages
2011. 126-126 p.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:liu:diva-105149OAI: oai:DiVA.org:liu-105149DiVA: diva2:703797
Conference
First International Conference on Cognitive Hearing Science for Communication, 19-22 June 2011 Linköping, Sweden
Available from: 2014-03-09 Created: 2014-03-09 Last updated: 2014-03-21

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Wass, MalinLyxell, BjörnMäki-Torkko, Elina

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Wass, MalinLyxell, BjörnMäki-Torkko, Elina
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The Swedish Institute for Disability ResearchDisability ResearchFaculty of Arts and SciencesDepartment of Otorhinolaryngology in LinköpingTechnical AudiologyFaculty of Health Sciences
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