Reading skill in five children with Usher Syndrome type 1 and Cochlear implants
2015 (English)Manuscript (preprint) (Other academic)
Objective: The aim of this study was to explore and describe reading skill in children with Usher syndrome type 1 and who have cochlear implants (USH1+CI), and to position their performance in relation to that of three control groups: children with normal hearing (NH), children with hearing impairment and hearing aids (HI+HA), and children with other types of deafness and CI (other CI).
Method: Reading comprehension and decoding was measured in five children with USH1+CI in the ages 7.5–16 years. The children participated during a test session of 2–2.5 hours and performed tests including reading skill, WM, phonological skills, and lexical skills.
Results: Four of the children with USH1+CI achieved results similar to those of the control group with NH on the measures of reading skill. One child with USH1+CI performed below all control groups. Three of the children with USH1+CI had high performance on both the measures of phonological skill and on the tests of reading skill. The groups perform similar results on the tests of reading skill.
Conclusions: Three of the children with USH1+CI decode non-words with a phonological decoding strategy, similar to the strategy applied by the control group with NH. Two of the children with USH1+CI relied on an orthographic decoding strategy, possibly relying on other cognitive skills than the phonological strategy.
Place, publisher, year, edition, pages
Reading skill; Usher syndrome type 1; Cochlear Implant; phonological skills; working memory
Social Sciences Interdisciplinary Psychology
IdentifiersURN: urn:nbn:se:liu:diva-120112OAI: oai:DiVA.org:liu-120112DiVA: diva2:840959