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Development of Phonological, Lexical, and Syntactic Abilities in Children With Cochlear Implants Across the Elementary Grades.

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Title: Development of Phonological, Lexical, and Syntactic Abilities in Children With Cochlear Implants Across the Elementary Grades.
Authors: Nittrouer, Susan1 snittrouer@phhp.ufl.edu, Muir, Meganne1, Tietgens, Kierstyn1, Moberly, Aaron C.2, Lowenstein, Joanna H.1
Source: Journal of Speech, Language & Hearing Research. Oct2018, Vol. 61 Issue 10, p2561-2577. 17p. 2 Diagrams, 6 Charts.
Subject Terms: *Language ability testing, *Phonological decoding, *Audiometry, *Comparative grammar, *Language acquisition, *Literacy, *School children, Hearing disorders in children, Cochlear implants, Language disorders in children, Deafness, Phonetics, Symptoms, Task performance, Repeated measures design, Acoustic stimulation, Disease complications
Abstract: Purpose: This study assessed phonological, lexical, and morphosyntactic abilities at 6th grade for a group of children previously tested at 2nd grade to address 4 questions: (a) Do children with cochlear implants (CIs) demonstrate deficits at 6th grade? (b) Are those deficits greater, the same, or lesser in magnitude than those observed at 2nd grade? (c) How do the measured skills relate to each other? and (d) How do treatment variables affect outcome measures? Participants: Sixty-two 6th graders (29 with normal hearing, 33 with CIs) participated, all of whom had their language assessed at 2nd grade. Method: Data are reported for 12 measures obtained at 6th grade, assessing phonological, lexical, and morphosyntactic abilities. Between-groups analyses were conducted on 6th-grade measures and the magnitude of observed effects compared with those observed at 2nd grade. Correlational analyses were performed among the measures at 6th grade. Cross-lagged analyses were performed on specific 2nd- and 6th-grade measures of phonological awareness, vocabulary, and literacy to assess factors promoting phonological and lexical development. Treatment effects of age of 1st CI, preimplant thresholds, and bimodal experience were evaluated. Results: Deficits remained fairly consistent in type and magnitude across elementary school. The largest deficits were found for phonological skills and the least for morphosyntactic skills, with lexical skills intermediate. Phonological and morphosyntactic skills were largely independent of each other; lexical skills were moderately related to phonological skills but not morphosyntactic skills. Literacy acquisition strongly promoted both phonological and lexical development. Of the treatment variables, only bimodal experience affected outcomes and did so positively. Conclusions: Congenital hearing loss puts children at continued risk of language deficits, especially for phonologically based skills. Two interventions that appear to ameliorate that risk are providing a period of bimodal stimulation and strong literacy instruction. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Development of Phonological, Lexical, and Syntactic Abilities in Children With Cochlear Implants Across the Elementary Grades.
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  Data: <searchLink fieldCode="AR" term="%22Nittrouer%2C+Susan%22">Nittrouer, Susan</searchLink><relatesTo>1</relatesTo><i> snittrouer@phhp.ufl.edu</i><br /><searchLink fieldCode="AR" term="%22Muir%2C+Meganne%22">Muir, Meganne</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Tietgens%2C+Kierstyn%22">Tietgens, Kierstyn</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Moberly%2C+Aaron+C%2E%22">Moberly, Aaron C.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Lowenstein%2C+Joanna+H%2E%22">Lowenstein, Joanna H.</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Oct2018, Vol. 61 Issue 10, p2561-2577. 17p. 2 Diagrams, 6 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+decoding%22">Phonological decoding</searchLink><br />*<searchLink fieldCode="DE" term="%22Audiometry%22">Audiometry</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+grammar%22">Comparative grammar</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+disorders+in+children%22">Hearing disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Cochlear+implants%22">Cochlear implants</searchLink><br /><searchLink fieldCode="DE" term="%22Language+disorders+in+children%22">Language disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms%22">Symptoms</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Repeated+measures+design%22">Repeated measures design</searchLink><br /><searchLink fieldCode="DE" term="%22Acoustic+stimulation%22">Acoustic stimulation</searchLink><br /><searchLink fieldCode="DE" term="%22Disease+complications%22">Disease complications</searchLink>
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  Data: Purpose: This study assessed phonological, lexical, and morphosyntactic abilities at 6th grade for a group of children previously tested at 2nd grade to address 4 questions: (a) Do children with cochlear implants (CIs) demonstrate deficits at 6th grade? (b) Are those deficits greater, the same, or lesser in magnitude than those observed at 2nd grade? (c) How do the measured skills relate to each other? and (d) How do treatment variables affect outcome measures? Participants: Sixty-two 6th graders (29 with normal hearing, 33 with CIs) participated, all of whom had their language assessed at 2nd grade. Method: Data are reported for 12 measures obtained at 6th grade, assessing phonological, lexical, and morphosyntactic abilities. Between-groups analyses were conducted on 6th-grade measures and the magnitude of observed effects compared with those observed at 2nd grade. Correlational analyses were performed among the measures at 6th grade. Cross-lagged analyses were performed on specific 2nd- and 6th-grade measures of phonological awareness, vocabulary, and literacy to assess factors promoting phonological and lexical development. Treatment effects of age of 1st CI, preimplant thresholds, and bimodal experience were evaluated. Results: Deficits remained fairly consistent in type and magnitude across elementary school. The largest deficits were found for phonological skills and the least for morphosyntactic skills, with lexical skills intermediate. Phonological and morphosyntactic skills were largely independent of each other; lexical skills were moderately related to phonological skills but not morphosyntactic skills. Literacy acquisition strongly promoted both phonological and lexical development. Of the treatment variables, only bimodal experience affected outcomes and did so positively. Conclusions: Congenital hearing loss puts children at continued risk of language deficits, especially for phonologically based skills. Two interventions that appear to ameliorate that risk are providing a period of bimodal stimulation and strong literacy instruction. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1044/2018_JSLHR-H-18-0047
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      – Code: eng
        Text: English
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        PageCount: 17
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    Subjects:
      – SubjectFull: Language ability testing
        Type: general
      – SubjectFull: Phonological decoding
        Type: general
      – SubjectFull: Audiometry
        Type: general
      – SubjectFull: Comparative grammar
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      – SubjectFull: Language acquisition
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      – SubjectFull: Literacy
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      – SubjectFull: School children
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      – SubjectFull: Hearing disorders in children
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      – SubjectFull: Cochlear implants
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      – SubjectFull: Language disorders in children
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      – SubjectFull: Deafness
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      – SubjectFull: Acoustic stimulation
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      – SubjectFull: Disease complications
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      – TitleFull: Development of Phonological, Lexical, and Syntactic Abilities in Children With Cochlear Implants Across the Elementary Grades.
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              Text: Oct2018
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