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  • 1.
    Asker-Árnason, Lena
    et al.
    Lunds universitet.
    Ibertsson, Tina
    Lunds universitet.
    Wass, Malin
    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.
    Wengelin, Åsa
    Lunds universitet.
    Sahlén, Birgitta
    Lunds universitet.
    Narrative writing assessed with keystroke-logging in children with CI2007Conference paper (Other academic)
  • 2.
    Asker-Árnason, Lena
    et al.
    Lunds universitet.
    Ibertsson, Tina
    Lunds universitet.
    Wass, Malin
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Wengelin, Åsa
    Lunds universitet.
    Sahlén, Birgitta
    Lunds universitet.
    Picture-elicited written narratives, process, and product, in 18 children with cochlear implants2010In: Communication Disorders Quarterly, ISSN 1525-7401, E-ISSN 1538-4837, Vol. 31, no 4, p. 195-212Article in journal (Refereed)
    Abstract [en]

    The purpose of the study was to explore the narrative writing of 18 children, ages 11 to 19, with severe and profound hearing impairment who had cochlear implants (CI), compared with the performance of hearing children. Nine of the 18 children had prelingual deafness and 9 children had postlingual deafness. The hearing impairment was progressive in 11 children. The participants thus formed a heterogeneous group, which was split in two ways: according to age at testing and age at implantation. The narratives were collected by means of keystroke logging. The difference between the children with CI and the hearing children was most prominent for two measures: the percentage of pause time (in the group of children older than 13 years) and lexical density. Furthermore, the children implanted after 5 years of age performed more like the hearing children. This group consisted of children with  postlingual deafness and also of children who were deafened progressively. Our interpretation is that these children benefited from the early linguistic input. Taking the whole group of participants into consideration, the results reflect linguistic and cognitive processing limitations in complex linguistic tasks like narration for the children with CI in comparison with their hearing peers.

  • 3.
    Asker-Árnason, Lena
    et al.
    Section of Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences, Lund University, Sweden.
    Wass, Malin
    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.
    Ibertsson, Tina
    Section of Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences, Lund University, Sweden.
    Lyxell, Björn
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Östergötlands Läns Landsting, Reconstruction Centre, Department of ENT - Head and Neck Surgery UHL.
    Sahlén, Birgitta
    Section of Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences, Lund University, Sweden.
    The Relationship between Reading Comphehension, Working Memory and Language in Children with Cochlear Implants2007In: Acta Neuropsychologica, ISSN 1730-7503, Vol. 5, no 4, p. 163-186Article in journal (Refereed)
    Abstract [en]

    and profound hearing impairment treated by cochlear implants (CI). In this study we explore this relationship in sixteen Swedish children with CI. We found that over 60% of the children with CI performed at the level of their hearing peers in a reading comprehension test. Demographic factors were not predictive of reading comprehension, but a complex working memory task was. Reading percentile was significantly correlated to the working memory test, but no other correlations between reading and cognitive/linguistic factors remained significant after age was factored out. Individual results from a comparison of the two best and the two poorest readers corroborate group results, confirming the important role of working memory for reading as measured by comprehension of words and sentences in this group of children.

  • 4.
    Henricson, Cecilia
    et al.
    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.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Möller, Claes
    Örebro Universitetssjukhus, audiologiskt forskningscentrum, Örebro Universitet.
    Lidestam, Björn
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Wass, Malin
    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.
    Cognitive skills in children with Usher syndrome type 1 and cochlear implants2012In: International Journal of Pediatric Otorhinolaryngology, ISSN 0165-5876, E-ISSN 1872-8464, Vol. 76, no 10, p. 1449-1457Article in journal (Refereed)
    Abstract [en]

    Introduction: Usher syndrome is a genetic condition causing deaf-blindness and is one of the most common causes of syndromic deafness. Individuals with USH1 in Sweden born during the last 15 years have typically received cochlear implants (CI) as treatment for their congenital, profound hearing loss. Recent research in genetics indicate that the cause of deafness in individuals with Usher type 1 (USH1) could be beneficial for the outcome with cochlear implants (CI). This population has not previously been the focus of cognitive research.

    Objective: The present study aims to examine the phonological and lexical skills and working memory capacity (WMC) in children with USH1 and CI and to compare their performance with children with NH, children with hearing-impairment using hearing-aids and to children with non-USH1 deafness using CI. The participants were 7 children aged 7-16 years with USH1 and CI.

    Methods: The participants performed 10 sets of tasks measuring phonological and lexical skills and working memory capacity.

    Conclusions: The results indicate that children with USH1 and CI as a group in general have a similar level of performance on the cognitive tasks as children with hearing impairment and hearing aids. The group with USH1 and CI has a different performance profile on the tests of working memory, phonological skill and lexical skill than children with non-USH1 deafness using CI, on tasks of phonological working memory and phonological skill.

  • 5.
    Henricson, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences. Östergötlands Läns Landsting, Sinnescentrum, Department of ENT - Head and Neck Surgery UHL.
    Möller, Claes
    Örebro Universitetssjukhus, audiologiskt forskningscentrum, Örebro Universitet.
    Lidestam, Björn
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Phonological skills and working memoryin children with CI and Usher type 12011Conference paper (Other academic)
  • 6.
    Ibertsson, Tina
    et al.
    Lunds universitet.
    Wass, Malin
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lunds universitet.
    The relationship between language, working memory and reading in Swedish children with prelingual deafness and CI2006Conference paper (Other academic)
  • 7.
    Lyxell, Björn
    et al.
    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.
    Sahlén, Birgitta
    Lunds universitet.
    Wass, Malin
    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.
    Ibertsson, Tina
    Lunds universitet.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Mäki-Torkko, Elina
    Lunds universitet.
    Cognitive development in children with cochlear implants:: Relations to reading and communication2008In: International Journal of Audiology, ISSN 1499-2027, E-ISSN 1708-8186, Vol. 47, no Suppl. 2, p. S47-S52Article in journal (Refereed)
    Abstract [en]

    The purpose of the present article is to present an overview of a set of studies conducted in our own laboratory on cognitive and communicative development in children with cochlear implants (CI). The results demonstrate that children with CIs perform at significantly lower levels on the majority of the cognitive tasks. The exceptions to this trend are tasks with relatively lower demands on phonological processing. A fairly high proportion of the children can reach a level of reading comprehension that matches hearing children, despite the fact that they have relatively poor phonological skills.General working memory capacity is further correlated with the type of questions asked in a referential communication task. The results are discussed with respect to issues related to education and rehabilitation.

  • 8.
    Lyxell, Björn
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Cognition, Development and Disability. Linköping University, Faculty of Arts and Sciences. Östergötlands Läns Landsting, Reconstruction Centre, Department of ENT - Head and Neck Surgery UHL.
    Wass, Malin
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Ibertsson, Tina
    Lund University, Sweden.
    Sahlén, Birgitta
    Lund University, Sweden.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Mäki-Torkko, Elina
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Development of phonological skills and working memory capacity in children with cochlear implants: Speed of performance and level of accuracy as indicators of development2007In: From Signal to Dialogue, 2007, 2007Conference paper (Other academic)
  • 9.
    Lyxell, Björn
    et al.
    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.
    Wass, Malin
    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.
    Sahlén, Birgitta
    Lunds universitet.
    Asker-Árnason, Lena
    Lunds universitet.
    Ibertsson, Tina
    Lunds universitet.
    Mäki-Torkko, Elina
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Cognitive and language development in deaf children with CI2009Conference paper (Other academic)
  • 10.
    Lyxell, Björn
    et al.
    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.
    Wass, Malin
    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.
    Sahlén, Birgitta
    Lunds universitet.
    Asker-Árnason, Lena
    Lunds universitet.
    Ibertsson, Tina
    Lunds universitet.
    Mäki-Torkko, Elina
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Cognitive and phonological skills in deaf children with CI2007Conference paper (Other academic)
  • 11.
    Lyxell, Björn
    et al.
    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.
    Wass, Malin
    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.
    Sahlén, Birgitta
    Lunds universitet.
    Asker-Árnason, Lena
    Lunds universitet.
    Ibertsson, Tina
    Lunds universitet.
    Mäki-Torkko, Elina
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Development of cognitive composite skills in deaf children with CI2009Conference paper (Other academic)
  • 12.
    Lyxell, Björn
    et al.
    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.
    Wass, Malin
    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.
    Sahlén, Birgitta
    Lund University, Sweden.
    Ibertsson, Tina
    Lund University, Sweden.
    Asker-Árnason, Lena
    Lund University, Sweden.
    Uhlén, Inger
    Karolinska institute, Stockholm, Sweden.
    Henricson, Cecilia
    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.
    Nakeva von Mentzer, Cecilia
    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.
    Mäki-Torkko, Elena
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Clinical and Experimental Medicine, Division of Neuroscience. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Anaesthetics, Operations and Specialty Surgery Center, Department of Otorhinolaryngology in Linköping.
    Möller, Claes
    Örebro University, Sweden.
    Hearing and cognitive development in deaf and hearing-impaired children: effects of intervention2013In: Disorders of Peripheral and Central Auditory Processing / [ed] Gastone Celesia, Amsterdam: Elsevier, 2013, p. 71-80Chapter in book (Refereed)
  • 13.
    Lyxell, Björn
    et al.
    Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research. Linköping University, Faculty of Arts and Sciences.
    Wass, Malin
    Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Lunds universitet, Institutionen för kliniska vetenskaper.
    Samuelsson, Christina
    Linköping University, Department of Clinical and Experimental Medicine, Speech and Language Pathology. Linköping University, Faculty of Health Sciences.
    Asker-Arnason, Lena
    Lunds universitet, Institutionen för kliniska vetenskaper.
    Ibertsson, Tina
    Lunds universitet, Institutionen för kliniska vetenskaper.
    Mäki-Torkko, Elina
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research. Linköping University, Faculty of Health Sciences.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research. Linköping University, Faculty of Health Sciences.
    Cognitive development, reading and prosodic skills in children with cochlear implants.2009In: Scandinavian journal of psychology, ISSN 1467-9450, Vol. 50, no 5, p. 463-474Article in journal (Refereed)
    Abstract [en]

    This report summarizes some of the results of studies in our laboratory exploring the development of cognitive, reading and prosodic skills in children with cochlear implantation (CI). The children with CI performed at significantly lower levels than the hearing comparison group on the majority of cognitive tests, despite showing levels of nonverbal ability. The differences between children with CI and hearing children were most pronounced on tasks with relatively high phonological processing demands, but they were not limited to phonological processing. Impairment of receptive and productive prosody was also evident in children with CI. Despite these difficulties, 75% of the children with CI reached a level of reading skill comparable to that of hearing children. The results are discussed with respect to compensation strategies in reading.

  • 14.
    Lyxell, Björn
    et al.
    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.
    Wass, Malin
    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.
    Sahlén, Birgitta
    Lund University, Sweden.
    Uhlén, Inger
    CLINTEC, Karolinska institutet, Sweden.
    Möller, Claes
    Örebro University, Sweden.
    Henricson, Cecilia
    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.
    Nakeva von Mentzer, Cecilia
    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.
    Mäki-Torkko, Elina
    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.
    Cognitive and communicative development in deaf and hearing-impaired children with cochlear implants and/or hearing-aids2011Conference paper (Other academic)
    Abstract [en]

    The purpose of the study was to examine neurophysiological, cognitive and linguistic development in deaf and hearing-impaired children (5–7 years of age) with CI and/or hearingaids and how a phonological intervention programme may influence this development. The deaf and hearing-impaired children were compared with age-matched hearing children. The results reveal that deaf and hearing-impaired children had equivalent or close to equivalent performance levels compared to hearing children for cognitive and linguistic tasks with relatively low demands on phonological processing, whereas there was a substantial and significant difference between the groups for cognitive tasks involving explicit phonological processing. The results indicate that there is a relationship between age at implant and neurophysiological, cognitive and linguistic development, where early implantation promotes faster development. The childrens´ cognitive performance increased as a function of phonological intervention.

  • 15.
    Lyxell, Björn
    et al.
    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.
    Wass, Malin
    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.
    Sahlén, Birgitta
    Linneaus Centre; Cognition, Communication & Learning, Lund University, Sweden.
    Uhlén, Inger
    Karolinska University Hospital and Karolinska Institute, Sweden.
    Möller, Claes
    Örebro University Hospital, Sweden.
    Henricson, Cecilia
    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.
    Nakeva von Mentzer, Cecilia
    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.
    Mäki-Torkko, Elina
    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.
    Cognitive and communicative development in deaf and hearing-impaired children with cochlear implants and/or hearing-aids2013Conference paper (Other academic)
    Abstract [en]

    The purpose of the study was to examine neurophysiological, cognitive and linguistic development in deaf and hearing-impaired children (5–7 years of age) with CI and/or hearingaids and how a phonological intervention programme may influence this development. The deaf and hearing-impaired children were compared with age-matched hearing children. The results reveal that deaf and hearing-impaired children had equivalent or close to equivalent performance levels compared to hearing children for cognitive and linguistic tasks with relatively low demands on phonological processing, whereas there was a substantial and significant difference between the groups for cognitive tasks involving explicit phonological processing. The results indicate that there is a relationship between age at implant and neurophysiological, cognitive and linguistic development, where early implantation promotes faster development. The childrens´ cognitive performance increased as a function of phonological intervention.

  • 16.
    Lyxell, Björn
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Cognition, Development and Disability. Linköping University, Faculty of Arts and Sciences. Östergötlands Läns Landsting, Anaesthetics, Operations and Specialty Surgery Center, Department of Otorhinolaryngology in Linköping.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Cognition, Development and Disability. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Department of Clinical Sciences, Lunds Universitet, Lund, Sweden.
    Uhlén, Inger
    Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden.
    Samuelsson, Christina
    Linköping University, Department of Clinical and Experimental Medicine, Speech and Language Pathology. Linköping University, Faculty of Health Sciences.
    Asker-Arnason, Lena
    Department of Clinical Sciences, Lunds Universitet, Lund, Sweden.
    Ibertsson, Tina
    Department of Clinical Sciences, Lunds Universitet, Lund, Sweden.
    Mäki-Torkko, Elina
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Hällgren, Mathias
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology.
    Development of cognitive and reading skills in deaf children with CIs2011In: Cochlear Implants International, ISSN 1467-0100, E-ISSN 1754-7628, Vol. 12, no Suppl 1, p. 98-100Article in journal (Refereed)
    Abstract [en]

    n/a

  • 17.
    Marcusson, Jan
    et al.
    Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Local Health Care Services in Central Östergötland, Department of Acute Internal Medicine and Geriatrics.
    Nord, Magnus
    Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences.
    Johansson, Maria
    Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Local Health Care Services in Central Östergötland, Department of Activity and Health.
    Alwin, Jenny
    Linköping University, Department of Medical and Health Sciences, Division of Health Care Analysis. Linköping University, Faculty of Medicine and Health Sciences.
    Levin, Lars-Åke
    Linköping University, Department of Medical and Health Sciences, Division of Health Care Analysis. Linköping University, Faculty of Medicine and Health Sciences.
    Dannapfel, Petra
    Linköping University, Department of Clinical and Experimental Medicine, Division of Neuro and Inflammation Science. Linköping University, Faculty of Medicine and Health Sciences.
    Thomas, Kristin
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences.
    Poksinska, Bozena
    Linköping University, Department of Management and Engineering, Logistics & Quality Management. Linköping University, Faculty of Science & Engineering.
    Sverker, Annette M.
    Linköping University, Faculty of Medicine and Health Sciences. Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Region Östergötland, Local Health Care Services in Central Östergötland, Department of Activity and Health.
    Olaison, Anna
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Cedersund, Elisabet
    Linköping University, Department of Social and Welfare Studies, Division Ageing and Social Change. Linköping University, Faculty of Arts and Sciences.
    Kelfve, Susanne
    Linköping University, Department of Social and Welfare Studies, Division Ageing and Social Change. Linköping University, Faculty of Arts and Sciences.
    Motel-Klingebiel, Andreas
    Linköping University, Department of Social and Welfare Studies, Division Ageing and Social Change. Linköping University, Faculty of Arts and Sciences.
    Hellstrom, Ingrid
    Norrkoping Univ, Sweden.
    Kullberg, Agneta
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Böttiger, Ylva
    Linköping University, Department of Medical and Health Sciences, Division of Drug Research. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Center for Diagnostics, Department of Clinical Pharmacology.
    Dong, Huan-Ji
    Linköping University, Department of Medical and Health Sciences, Division of Community Medicine. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Anaesthetics, Operations and Specialty Surgery Center, Pain and Rehabilitation Center.
    Peolsson, Anneli
    Linköping University, Department of Medical and Health Sciences, Division of Physiotherapy. Linköping University, Faculty of Medicine and Health Sciences.
    Wass, Malin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Arts and Sciences. Linköping University, The Swedish Institute for Disability Research.
    Lyth, Johan
    Linköping University, Department of Medical and Health Sciences, Division of Health Care Analysis. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Operations management Region Östergötland, Research and Development Unit.
    Andersson, Agneta
    Linköping University, Department of Medical and Health Sciences, Division of Health Care Analysis. Linköping University, Faculty of Medicine and Health Sciences. Region Östergötland, Operations management Region Östergötland, Research and Development Unit.
    Proactive healthcare for frail elderly persons: study protocol for a prospective controlled primary care intervention in Sweden2019In: BMJ Open, ISSN 2044-6055, E-ISSN 2044-6055, Vol. 9, no 5, article id e027847Article in journal (Refereed)
    Abstract [en]

    Introduction The provision of healthcare services is not dedicated to promoting maintenance of function and does not target frail older persons at high risk of the main causes of morbidity and mortality. The aim of this study is to evaluate the effects of a proactive medical and social intervention in comparison with conventional care on a group of persons aged 75 and older selected by statistical prediction.

    Methods and analysis In a pragmatic multicentre primary care setting (n=1600), a prediction model to find elderly (75+) persons at high risk of complex medical care or hospitalisation is used, followed by proactive medical and social care, in comparison with usual care. The study started in April 2017 with a run-in period until December 2017, followed by a 2-year continued intervention phase that will continue until the end of December 2019. The intervention includes several tools (multiprofessional team for rehabilitation, social support, medical care home visits and telephone support). Primary outcome measures are healthcare cost, number of hospital care episodes, hospital care days and mortality. Secondary outcome measures are number of outpatient visits, cost of social care and informal care, number of prescribed drugs, health-related quality of life, cost-effectiveness, sense of security, functional status and ability. We also study the care of elderly persons in a broader sense, by covering the perspectives of the patients, the professional staff and the management, and on a political level, by using semistructured interviews, qualitative methods and a questionnaire.

    Ethics and dissemination Approved by the regional ethical review board in Linköping (Dnr 2016/347-31). The results will be presented in scientific journals and scientific meetings during 2019–2022 and are planned to be used for the development of future care models.

  • 18.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Engström, Elisabeth
    Karolinska Institutet, Stockholm.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Ors, Marianne
    Lennaeus Centre, Lund University.
    Uhlén, Inger
    Karolinska Institute, Stockholm.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Phonological intervention in children with cochlear implants and/or hearing aids2010Conference paper (Other academic)
  • 19.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Magnus
    Department of Linguistics, Stockholm University, Sweden.
    Sahlén, Birgitta
    Linneaus centre, Lund University, Lund, Sweden;.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Uhlén, Inger
    Karolinska University Hospital and Karolinska Institute, Stockholm, Sweden.
    Ors, Marianne
    Linneaus centre, Lund University, Lund, Sweden;.
    Kallioinen, Petter
    Karolinska University Hospital and Karolinska Institute, Stockholm, Sweden.
    Engström, Elina
    Linneaus centre, Lund University, Lund, Sweden;.
    Compute based phonological intervention: Effects on phonological processing2012Conference paper (Refereed)
  • 20.
    Nakeva von Mentzer, Cecilia
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lund University, Sweden.
    Wass, Malin
    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.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Engström, Elisabet
    Karolinska University Hospital and Karolinska Institutet, Stockholm, Sweden.
    Uhlén, Inger
    Karolinska University Hospital and Karolinska Institutet, Stockholm, Sweden.
    Phonological intervention in children with cochlear implants and/or hearing aid. Effects on cognition, language and reading, neurophysiological findings2010Conference paper (Other (popular science, discussion, etc.))
  • 21.
    Nakeva von Mentzer, Cecilia
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Linnécentrum Cognition, Communication and Learning, Lunds universitet.
    Wass, Malin
    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.
    Lindgren, Magnus
    Linnécentrum Cognition, Communication and Learning, Lunds universitet.
    Ors, Marianne
    Linnécentrum Cognition, Communication and Learning, Lunds universitet.
    Kallioinen, Petter
    Stockholms Universitet.
    Engström, Elisabet
    Karolinska Universitetssjukhuset och Karolinska Institutet, Stockholm.
    Uhlén, Inger
    Karolinska Universitetssjukhuset och Karolinska Institutet, Stockholm.
    Datorbaserad fonologisk intervention för barn med cochleaimplantat (CI) och/eller hörapparat (HA) – effekter på fonologiska färdigheter2012In: Logopednytt, ISSN 1102-500X, no 3, p. 18-23p. 18-23Article in journal (Other academic)
    Abstract [en]

    Children with mild to profound hearing impairment 5, 6 and 7 years of age, thirty-two using cochlear implants and/or hearing aids, and sixteen normal hearing children participated in a computer based phonological intervention study.The main design was a quasi-experimental design with three test sessions separated in time with four weeks. Each test session included tasks for phonological skills and letter knowledge. All children were asked to practice 10 minutes per day.Results showed that children with HI displayed a heterogeneous pattern of results with respect to phonological skills. Only 20 percent performed within the range of NH children; these were children with HA, except one child with CI/HA.Group comparisons at the first and last test session revealed that children with CI displayed difficulty with phonological working memory whereas children with HA showed less letter knowledge. Intervention revealed positive effects on accuracy of phoneme-grapheme correspondence for all children and a significant positive change on phonological processing skills for children with weak initial phonological skills.

  • 22.
    Nakeva von Mentzer, Cecilia
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lund University, Sweden.
    Wass, Malin
    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.
    Lindgren, Magnus
    Lund University, Sweden.
    Ors, Marianne
    Lund University, Sweden.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Engström, Elisabet
    Karolinska University Hospital and Karolinska Institute, Stockholm, Sweden.
    Uhlén, Inger
    Karolinska University Hospital and Karolinska Institute, Stockholm, Sweden.
    Phonological intervention for children with hearing aids and/or cochlear implants- effects on phonological processing2011Conference paper (Other academic)
  • 23.
    Nakeva von Mentzer, Cecilia
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lund University, Sweden.
    Wass, Malin
    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.
    Lindgren, Magnus
    Lund University, Sweden.
    Ors, Marianne
    Lund University, Sweden.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Engström, Elisabet
    Karolinska University Hospital and Karolinska Institute, Stockholm, Sweden.
    Uhlén, Inger
    Karolinska University Hospital and Karolinska Institute, Stockholm, Sweden.
    Phonological intervention for children with hearing aids and/or cochlear implants- effects on phonological processing2011Conference paper (Other academic)
  • 24.
    Nakeva von Mentzer, Cecilia
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lund University, Sweden.
    Wass, Malin
    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.
    Lindgren, Magnus
    Lund University, Sweden.
    Ors, Marianne
    Lund University, Sweden.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Engström, Elisabet
    Karolinska University Hospital and Karolinska Institute, Stockholm, Sweden.
    Uhlén, Inger
    Karolinska University Hospital and Karolinska Institute, Stockholm, Sweden.
    Phonological intervention for children with hearing aids and/or cochlear implants- effects on phonological processing2011Conference paper (Other (popular science, discussion, etc.))
  • 25.
    Nakeva von Mentzer, Cecilia
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lund University, Sweden.
    Wass, Malin
    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.
    Lindgren, Magnus
    Lund University, Sweden.
    Ors, Marianne
    Lund University, Sweden.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Karolinska University Hospital and Karolinska Institute, Stockholm, Sweden.
    Computer assisted intervention for children who use cochlear implants or hearing aids: Effects on phonological processing skills. Cognitive factors and phonological change2012Conference paper (Other academic)
  • 26.
    Nakeva von Mentzer, Cecilia
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lund University, Sweden.
    Wass, Malin
    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.
    Lindgren, Magnus
    Lund University, Sweden.
    Ors, Marianne
    Lund University, Sweden.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Karolinska University Hospital and Karolinska Institutet, Rosenlunds sjukhus, Stockholm, Sweden.
    Computer-assisted training of phoneme–grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills2013In: International Journal of Pediatric Otorhinolaryngology, ISSN 0165-5876, E-ISSN 1872-8464, Vol. 77, no 12, p. 2049-2057Article in journal (Refereed)
    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.

  • 27.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Magnus
    Department of Psychology, Lund University, Sweden.
    Ors, Marianne
    Lennaeus Centre, Lund University.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden.
    Fonologisk intervention för barn med cochleaimplantat och /eller hörapparat2011Other (Other (popular science, discussion, etc.))
  • 28.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Magnus
    Department of Psychology, Lund University, Sweden.
    Ors, Marianne
    Lennaeus Centre, Lund University.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden.
    Fonologisk intervention för barn med måttlig till grav hörselnedsättning som använder hörapparat och/eller cochleaimplantat2012Other (Other academic)
  • 29.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Magnus
    Department of Psychology, Lund University, Sweden.
    Ors, Marianne
    Lennaeus Centre, Lund University.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden.
    Fonologisk intervention för barn med måttlig till grav hörselnedsättning som använder hörapparat och/eller cochleaimplantat2012Other (Other academic)
  • 30.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Magnus
    Department of Psychology, Lund University, Sweden.
    Ors, Marianne
    Lennaeus Centre, Lund University.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden.
    Fonologisk intervention för barn med måttlig till grav hörselnedsättning som använder hörapparat och/eller cohleaimplantat: Effekter på fonologisk bearbetning2012Other (Other academic)
  • 31.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Magnus
    Department of Psychology, Lund University, Sweden.
    Ors, Marianne
    Lennaeus Centre, Lund University.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden.
    Phological intervention for children with hearing aids and/or cochlear implants- effects on phonological processing2011Other (Other academic)
  • 32.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Magnus
    Department of Psychology, Lund University, Sweden.
    Ors, Marianne
    Lennaeus Centre, Lund University.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden.
    Phonological intervention for children with hearing aids and/or cochlear implants- effects on phonological processing2011Other (Other academic)
  • 33.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Magnus
    Department of Psychology, Lund University, Sweden.
    Ors, Marianne
    Lennaeus Centre, Lund University.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden.
    Phonological intervention for children with hearing aids and/or cochlear implants- effects on phonological processing2011Other (Other academic)
  • 34.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Magnus
    Department of Psychology, Lund University, Sweden.
    Ors, Marianne
    Lennaeus Centre, Lund University.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden.
    Phonological intervention for children with hearing aids and/or cochlear implants effects on phonological processing2011Other (Other (popular science, discussion, etc.))
  • 35.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Department of Logopedics, Phoniatrics and Audiology, Lund University.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Magnus
    Lund University, Sweden.
    Ors, Marianne
    Skåne University Hospital, Sweden.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden.
    Phonological intervention for children with hearing aids and/or cochlear implants-effects on phonological processing2011Conference paper (Refereed)
  • 36.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Wass, Malin
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Lindgren, Magnus
    Department of Psychology, Lund University, Sweden.
    Ors, Marianne
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Uhlén, Inger
    Department of Clinical Science, Intervention and Technology, Karolinska Institute, Stockholm, Sweden.
    Phonological intervention in children with cochlear implants and/or hearing aid. Effects on cognition, language and reading neurophysiological findings2010Conference paper (Other academic)
  • 37.
    Nakeva von Mentzer, Cecilia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, The Swedish Institute for Disability Research. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, The Swedish Institute for Disability Research. Linköping University, Faculty of Arts and Sciences.
    Sahlén, Birgitta
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Wass, Malin
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, The Swedish Institute for Disability Research. Linköping University, Faculty of Arts and Sciences.
    Uhlén, Inger
    Karolinska University Hospital and Karolinska Institute, Rosenlunds sjukhus, Stockholm, Sweden.
    Lindgren, Magnus
    Department of Psychology, Lund University, Sweden.
    Ors, Marianne
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Kallioinen, Petter
    Department of Linguistics, Stockholm, Sweden.
    Engström, Elina
    Linneaus centre HEAD, Lund University, Lund, Sweden;.
    Coputer based phonological intervention: Effects on phonological processing2012Conference paper (Refereed)
    Abstract [en]

    Children with mild to profound hearing impairment (HI) using cochlear implants (CI) and/or hearingaids (HA), and children with normal hearing (NH) participated in a phonological intervention study, bymeans of a computer‐based intervention program (Graphogame, Lyytinen et al., 2009). Children were 5,6 and 7 years of age. Thirty‐two of the children used CI and/or HA. 16 children with NH served as thecontrol group. The main design was a quasi‐experimental 3 x 3 design. Each test session was separatedin time with four weeks. All children were asked to practice 10 minutes per day at home supported bytheir parents, with an intervention program primarily developed to enhance phonemic differentiation.Results showed that the children with HI displayed a heterogeneous pattern of results, specifically withrespect to their performance on the phonological tasks. Approximately 20 percent performed within therange of NH children; these were all children with HA except one child with CI/HA. Children with CIdisplayed considerable difficulty with phonological working memory whereas children with HAshowed less knowledge in letter tasks. Intervention revealed positive effects on accuracy of phonemegraphemecorrespondence for all children and a significant positive change on phonological processingskills for children with weak initial phonological skills. Enhanced phoneme‐grapheme connections maybuild associations between the phonological lexicon and the sub‐lexical phonological representations,thereby improving underlying skills essential for word learning and the development of literacy. Implicationsof this are discussed within theoretical models of phonological and lexical processing (Goswami,2000; Ramus, 2001).

  • 38.
    Nakeva von Mentzer, Cecilia
    et al.
    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.
    Uhlén, Inger
    Karolinska University Hospital and Karolinska Institute, Stockholm, Sweden.
    Engström, Elisabet
    Karolinska University Hospital and Karolinska Institute, Stockholm, Sweden.
    Lyxell, Björn
    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.
    Ors, Marianne
    Lund University, Sweden.
    Sahlén, Birgitta
    Lund University, Sweden.
    Lindgren, Magnus
    Lund University, Sweden.
    Wass, Malin
    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.
    Kallioinen, Petter
    Stockholm University, Sweden.
    Computer based Phonological Intervention for children with CI and/or HA: Effects on phonological processing2012Conference paper (Other academic)
  • 39.
    Wass, Malin
    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.
    Children with Cochlear Implants: Cognition and Reading Ability2009Doctoral thesis, comprehensive summary (Other academic)
    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.

    List of papers
    1. In search of cognitive correlates of orthographic learning: Is there a relation between orthographic learning and working memory?
    Open this publication in new window or tab >>In search of cognitive correlates of orthographic learning: Is there a relation between orthographic learning and working memory?
    Show others...
    (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    The present study investigated the relationships between orthographic learning and other aspects of reading (phonological and orthographic decoding and comprehension) in Swedish children (age 7–9yrs). Cognitive correlates of orthographic learning were also studied, as well as the cognitive predictors of decoding skill and reading comprehension. The results indicated that orthographic learning was related to all the other aspects of reading. Orthographic learning and decoding skills were both related to phonological and visuospatial working memory. Reading comprehension was associated with phonological- and general working memory. The findings are discussed with reference to the component model of working memory.

    Keywords
    Orthographic learning; working memory; decoding; reading comprehension, children
    National Category
    Medical and Health Sciences
    Identifiers
    urn:nbn:se:liu:diva-51732 (URN)
    Available from: 2009-11-16 Created: 2009-11-16 Last updated: 2009-11-16Bibliographically approved
    2. Cognitive development, reading and prosodic skills in children with cochlear implants.
    Open this publication in new window or tab >>Cognitive development, reading and prosodic skills in children with cochlear implants.
    Show others...
    2009 (English)In: Scandinavian journal of psychology, ISSN 1467-9450, Vol. 50, no 5, p. 463-474Article in journal (Refereed) Published
    Abstract [en]

    This report summarizes some of the results of studies in our laboratory exploring the development of cognitive, reading and prosodic skills in children with cochlear implantation (CI). The children with CI performed at significantly lower levels than the hearing comparison group on the majority of cognitive tests, despite showing levels of nonverbal ability. The differences between children with CI and hearing children were most pronounced on tasks with relatively high phonological processing demands, but they were not limited to phonological processing. Impairment of receptive and productive prosody was also evident in children with CI. Despite these difficulties, 75% of the children with CI reached a level of reading skill comparable to that of hearing children. The results are discussed with respect to compensation strategies in reading.

    National Category
    Medical and Health Sciences
    Identifiers
    urn:nbn:se:liu:diva-21117 (URN)10.1111/j.1467-9450.2009.00754.x (DOI)19778394 (PubMedID)
    Note

    On the day of the defence date the title of this article was Cognitive and linguistic skills in Swedish children with cochlear implants - measures of accuracy and latency as indicators of development.

    Available from: 2009-09-29 Created: 2009-09-29 Last updated: 2014-10-14Bibliographically approved
    3. The Relationship between Reading Comphehension, Working Memory and Language in Children with Cochlear Implants
    Open this publication in new window or tab >>The Relationship between Reading Comphehension, Working Memory and Language in Children with Cochlear Implants
    Show others...
    2007 (English)In: Acta Neuropsychologica, ISSN 1730-7503, Vol. 5, no 4, p. 163-186Article in journal (Refereed) Published
    Abstract [en]

    and profound hearing impairment treated by cochlear implants (CI). In this study we explore this relationship in sixteen Swedish children with CI. We found that over 60% of the children with CI performed at the level of their hearing peers in a reading comprehension test. Demographic factors were not predictive of reading comprehension, but a complex working memory task was. Reading percentile was significantly correlated to the working memory test, but no other correlations between reading and cognitive/linguistic factors remained significant after age was factored out. Individual results from a comparison of the two best and the two poorest readers corroborate group results, confirming the important role of working memory for reading as measured by comprehension of words and sentences in this group of children.

    Keywords
    Hearing impairment, cognition, phonological processing, lexical access
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-51733 (URN)
    Available from: 2009-11-16 Created: 2009-11-16 Last updated: 2009-11-16Bibliographically approved
    4. Reading Strategies and Cognitive Skills in Children with Cochlear Implants
    Open this publication in new window or tab >>Reading Strategies and Cognitive Skills in Children with Cochlear Implants
    Show others...
    2010 (English)In: Acta Neuropsychologica, ISSN 1730-7503, E-ISSN 2084-4298, Vol. 8, no 2, p. 143-180Article 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
    Keywords
    Cochlear implants, working memory, phonological skills, lexical access, reading ability
    National Category
    Psychology (excluding Applied Psychology)
    Identifiers
    urn:nbn:se:liu:diva-51734 (URN)
    Available from: 2009-11-16 Created: 2009-11-16 Last updated: 2017-12-12Bibliographically approved
  • 40.
    Wass, Malin
    et al.
    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.
    Ibertsson, Tina
    Lund University, Sweden.
    Lyxell, Björn
    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.
    Sahlen, Birgitta
    Lund University, Sweden.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Mäki-Torkko, Elina
    Department of Otolaryngology/Section of Audiology, Linköping University Hospital, Sweden.
    Cognitive and linguistic skills in Swedish children with cochlear implants - measures of accuracy and latency as indicators of development2008In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 49, no 6, p. 559-576Article in journal (Refereed)
    Abstract [en]

    The purpose of the present study was to examine working memory (WM) capacity, lexical access and phonological skills in 19 children with cochlear implants (CI) (5;7-13;4 years of age) attending grades 0-2, 4, 5 and 6 and to compare their performance with 56 children with normal hearing. Their performance was also studied in relation to demographic factors. The findings indicate that children with CI had visuospatial WM capacities equivalent to the comparison group. They had lower performance levels on most of the other cognitive tests. Significant differences between the groups were not found in all grades and a number of children with CI performed within 1 SD of the mean of their respective grade-matched comparison group on most of the cognitive measures. The differences between the groups were particularly prominent in tasks of phonological WM. The results are discussed with respect to the effects of cochlear implants on cognitive development.

  • 41.
    Wass, Malin
    et al.
    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.
    Ibertsson, Tina
    Lunds Universitet.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lunds Universitet.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Cognitive Development in Children With Cochlear Implants (CI)2006Conference paper (Other academic)
  • 42.
    Wass, Malin
    et al.
    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.
    Ibertsson, Tina
    Lunds Universitet.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lunds Universitet.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Phonological and cognitive development in children with cochlear implants: Speed of performance and level of accuracy as indicators of development2006Conference paper (Other academic)
  • 43.
    Wass, Malin
    et al.
    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.
    Lyxell, Björn
    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.
    Mäki-Torkko, Elina
    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.
    Uhlén, Inger
    Karolinska Institute, Stockholm, Sweden.
    Sahlén, Birgitta
    Lund University, Sweden.
    Orthographic learning in children with hearing impairment2011In: First International Conference on Cognitive Hearing Science for Communication, 2011, p. 126-126Conference paper (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.

  • 44.
    Wass, Malin
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Cognition, Development and Disability. Linköping University, Faculty of Arts and Sciences.
    Lyxell, Björn
    Linköping University, Department of Behavioural Sciences and Learning, Cognition, Development and Disability. Linköping University, Faculty of Arts and Sciences. Östergötlands Läns Landsting, Reconstruction Centre, Department of ENT - Head and Neck Surgery UHL.
    Sahlé, Birgitta
    Deparment of Logopedics, Lund University, Sweden.
    Asker-Árnason, Lena
    Deparment of Logopedics, Lund University, Sweden.
    Ibertsson, Tina
    Deparment of Logopedics, Lund University, Sweden.
    Mäki-Torkko, Elina
    Linköping University, Department of Clinical and Experimental Medicine, Oto-Rhiono-Laryngology and Head & Neck Surgery. Linköping University, Faculty of Health Sciences.
    Hällgren, Mattias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Cognitive Skills and Reading Ability in Children with Cochlear Implants2010In: Cochlear Implants International, ISSN 1467-0100, E-ISSN 1754-7628, Vol. 11, no Suppl. 1, p. 395-398Article in journal (Refereed)
    Abstract [en]

    n/a

  • 45.
    Wass, Malin
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitt
    Department of Logopedics, Phoniatrics and Audiology, Lund University, Sweden.
    Asker-Árnason, Lena
    Department of Logopedics, Phoniatrics and Audiology, Lund University, Sweden.
    Ibertsson, Tina
    Department of Logopedics, Phoniatrics and Audiology, Lund University, Sweden.
    Mäki-Torkko, Elina
    Linköping University, Department of Clinical and Experimental Medicine, Oto-Rhiono-Laryngology and Head & Neck Surgery. Linköping University, Faculty of Health Sciences. Östergötlands Läns Landsting, Reconstruction Centre, Department of ENT - Head and Neck Surgery UHL.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Reading Strategies and Cognitive Skills in Children with Cochlear Implants2010In: Acta Neuropsychologica, ISSN 1730-7503, E-ISSN 2084-4298, Vol. 8, no 2, p. 143-180Article in journal (Refereed)
    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.

  • 46.
    Wass, Malin
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lunds universitet.
    Asker-Arnason, Lena
    Lunds universitet.
    Ibertsson, Tina
    Lunds universitet.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Mäki-Torkko, Elina
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Cognitive skills and reading ability in children with CI2009In: The HEAD graduate School Second Summer Workshop: What's new at HEAD?, 2009, p. 25-Conference paper (Other academic)
  • 47.
    Wass, Malin
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Department of Logopedics, Phoniatrics and Audiology, Lund University, Sweden.
    Asker-Árnason, Lena
    Department of Logopedics, Phoniatrics and Audiology, Lund University, Sweden.
    Ibertsson, Tina
    Department of Logopedics, Phoniatrics and Audiology, Lund University, Sweden.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology . Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology . Linköping University, Faculty of Health Sciences.
    Mäki-Torkko, Elina
    Linnaeus Centre HEAD, Linköping University, Sweden.
    In search of cognitive correlates of orthographic learning: Is there a relation between orthographic learning and working memory?Manuscript (preprint) (Other academic)
    Abstract [en]

    The present study investigated the relationships between orthographic learning and other aspects of reading (phonological and orthographic decoding and comprehension) in Swedish children (age 7–9yrs). Cognitive correlates of orthographic learning were also studied, as well as the cognitive predictors of decoding skill and reading comprehension. The results indicated that orthographic learning was related to all the other aspects of reading. Orthographic learning and decoding skills were both related to phonological and visuospatial working memory. Reading comprehension was associated with phonological- and general working memory. The findings are discussed with reference to the component model of working memory.

  • 48.
    Wass, Malin
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lunds universitet.
    Asker-Árnason, Lena
    Lunds universitet.
    Ibertsson, Tina
    Lunds universitet.
    Mäki-Torkko, Elina
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Cognitive Skills and Reading Ability in Children with CI2009Conference paper (Other academic)
  • 49.
    Wass, Malin
    et al.
    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.
    Lyxell, Björn
    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.
    Sahlén, Birgitta
    Lunds universitet.
    Asker-Árnason, Lena
    Lunds universitet.
    Ibertsson, Tina
    Lunds universitet.
    Mäki-Torkko, Elina
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Hällgren, Mathias
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Larsby, Birgitta
    Linköping University, Department of Clinical and Experimental Medicine, Technical Audiology. Linköping University, Faculty of Health Sciences.
    Kognitiv utveckling hos barn med cochleaimplantat (CI)2009Conference paper (Other academic)
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