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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
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)
Humanities laboratory, Cognition, Communication & Learning, Lund University. (Linnaeus Centre)
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.
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2015 (English)In: Clinical Linguistics & Phonetics, ISSN 0269-9206, E-ISSN 1464-5076, Vol. 29, no 3, 216-235 p.Article 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. Vol. 29, no 3, 216-235 p.
Keyword [en]
Nonword repetition, nonword decoding, children, normal hearing, cochlear implants
National Category
Other Health Sciences
Identifiers
URN: urn:nbn:se:liu:diva-108901DOI: 10.3109/02699206.2014.987926ISI: 000349619700004OAI: oai:DiVA.org:liu-108901DiVA: diva2:733800
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: 2017-12-05
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, BjörnDahlström, Örjan

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