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Orthographic Learning in Children Who Are Deaf or Hard of Hearing
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Comorbidity of Auditory Processing, Attention, and Memory in Children With Word Reading Difficulties
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Early Cognitive Predictors of 9-Year-Old Spoken Language in Children With Mild to Severe Hearing Loss Using Hearing Aids
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Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age
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Thinking outside the boxes : using current reading models to assess and treat developmental surface dyslexia
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Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: summary of 5-year findings and implications
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Spoken language and everyday functioning in 5-year-old children using hearing aids or cochlear implants
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Developing sound skills for reading : teaching phonological awareness to preschoolers with hearing loss
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Language and speech outcomes of children with hearing loss and additional disabilities: Identifying the variables that influence performance at 5 years of age
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Developing sound skills for reading: teaching phonological awareness to preschoolers with hearing loss
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Phonological awareness at 5 years of age in children who use hearing aids or cochlear implants
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Factors affecting psychosocial and motor development in 3-year-old children who are deaf or hard of hearing
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Phonological Awareness at 5 years of age in Children who use Hearing Aids or Cochlear Implants
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Abstract:
Children with hearing loss typically underachieve in reading, possibly as a result of their underdeveloped phonological skills. This study addressed the questions of whether the development of phonological awareness (PA) is influenced by 1) the degree of hearing loss; and 2) whether performance of children with severe-profound hearing loss differed according to the hearing devices used. Drawing on data collected as part of the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI, www.outcomes.nal.gov.au) study, the authors found that sound-matching scores of children with hearing loss ranging from mild to profound degrees were, on average, within the normal range. The degree of hearing loss did not have a significant impact on scores, but there was a non-significant tendency for the proportion of children who achieved zero scores to increase with increase in hearing loss. For children with severe hearing loss, there was no significant group difference in scores among children who used bilateral hearing aids, bimodal fitting (a cochlear implant and a hearing aid in contralateral ears), and bilateral cochlear implants. Although there is a need for further prospective research, professionals have an important role in targeting PA skills for rehabilitation of young children with hearing loss.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/26929789 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4768820/ https://doi.org/10.1044/hhdc25.2.48
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Predictors of early reading skill in 5-year-old children with hearing loss who use spoken language
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Phonological awareness and early reading skills in children with cochlear implants
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Outcomes of 3-year-old children with hearing loss and different types of additional disabilities
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Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities
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Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
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