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A Pilot Study on the Relationship between Primary-School Teachers’ Well-Being and the Acoustics of their Classrooms
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Latent Semantic Analysis Discriminates Children with Developmental Language Disorder (DLD) from Children with Typical Language Development
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Brain Measures of Toddlers’ Shape Recognition Predict Language and Cognitive Skills at 6–7 Years
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Listening Comprehension and Listening Effort in the Primary School Classroom
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Semantic Processing in Deaf and Hard-of-Hearing Children: Large N400 Mismatch Effects in Brain Responses, Despite Poor Semantic Ability
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Working memory and referential communication—multimodal aspects of interaction between children with sensorineural hearing impairment and normal hearing peers
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On the interaction of speakers’ voice quality, ambient noise and task complexity with children’s listening comprehension and cognition
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Reading strategies and cognitive skills in children with cochlear implants
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Picture-elicited written narratives, process and product, in 18 children with cochlear implants
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Cognitive development, reading and prosodic skills in children with cochlear implants
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Lyxell, Bjorn; Wass, Malin; Sahlen, Birgitta; Samuelsson, Christina; Asker-Arnason, Lena; Ibertsson, Tina; Maki-Torkko, Elina; Larsby, Birgitta; Hallgren, Mathias. - : Wiley-Blackwell Publishing, 2009
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Abstract:
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. ; 12 page(s)
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Keyword:
Children; Cochlear implants; Cognitive development; Prosody; Reading skill
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URL: http://hdl.handle.net/1959.14/187303
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Cognitive and linguistic skills in Swedish children with cochlear implants - measures of accuracy and latency as indicators of development
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