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The DRM paradigm in sign language: An investigation of associative memory errors in deaf and hearing signers. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-019-00492-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Wass M, Anmyr L, Lyxell B, Östlund E, Karltorp E, Löfkvist U. Predictors of Reading Comprehension in Children With Cochlear Implants. Front Psychol 2019; 10:2155. [PMID: 31607988 PMCID: PMC6769823 DOI: 10.3389/fpsyg.2019.02155] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Accepted: 09/06/2019] [Indexed: 11/24/2022] Open
Abstract
Children with a profound hearing loss who have been implanted with cochlear implants (CI), vary in terms of their language and reading skills. Some of these children have strong language skills and are proficient readers whereas others struggle with language and both the decoding and comprehension aspects of reading. Reading comprehension is dependent on a number of skills where decoding, spoken language comprehension and receptive vocabulary have been found to be the strongest predictors of performance. Children with CI have generally been found to perform more poorly than typically hearing peers on most predictors of reading comprehension including word decoding, vocabulary and spoken language comprehension, as well as working memory. The purpose of the current study was to investigate the relationships between reading comprehension and a number of predictor variables in a sample of twenty-nine 11–12-year-old children with profound hearing loss, fitted with CI. We were particularly interested in the extent to which reading comprehension in children with CI at this age is dependent on decoding and receptive vocabulary. The predictor variables that we set out to study were word decoding, receptive vocabulary, phonological skills, and working memory. A second purpose was to explore the relationships between reading comprehension and demographic factors, i.e., parental education, speech perception and age of implantation. The results from these 29 children indicate that receptive vocabulary is the most influential predictor of reading comprehension in this group of children although phonological decoding is, of course, fundamental.
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Affiliation(s)
- Malin Wass
- Department of Business Administration, Technology and Social Sciences, Luleå University of Technology, Luleå, Sweden
| | - Lena Anmyr
- Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden.,Department of Social Work in Health, Karolinska University Hospital, Stockholm, Sweden
| | - Björn Lyxell
- Department of Special Needs Education, University of Oslo, Oslo, Norway.,Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden
| | - Elisabet Östlund
- Department of Otorhinolaryngology, Karolinska University Hospital, Stockholm, Sweden
| | - Eva Karltorp
- Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden.,Department of Otorhinolaryngology, Karolinska University Hospital, Stockholm, Sweden
| | - Ulrika Löfkvist
- Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Stockholm, Sweden.,Department of Special Needs Education, University of Oslo, Oslo, Norway
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Walker EA, Redfern A, Oleson JJ. Linear Mixed-Model Analysis to Examine Longitudinal Trajectories in Vocabulary Depth and Breadth in Children Who Are Hard of Hearing. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:525-542. [PMID: 30950738 PMCID: PMC6802902 DOI: 10.1044/2018_jslhr-l-astm-18-0250] [Citation(s) in RCA: 31] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2018] [Revised: 08/20/2018] [Accepted: 09/25/2018] [Indexed: 05/31/2023]
Abstract
Purpose Children who are hard of hearing (CHH) tend to have reduced vocabularies compared to children with normal hearing (CNH). Prior research on vocabulary skills in children with hearing loss has focused primarily on their breadth of knowledge (how many words are known). Depth of vocabulary knowledge (how well words are known) is not well documented for CHH. The current study used linear mixed models (LMMs) to investigate growth trajectories of vocabulary depth and breadth in CHH relative to age-matched CNH. Method Participants for this study included 155 children (93 CHH, 62 CNH) enrolled in a longitudinal study. Examiners administered a standardized measure of vocabulary knowledge at ages 7, 8, and 9 years. We constructed multiple LMMs with fixed effects for group and age. The models included various combinations of random intercepts for subject and item and random slope for age. Results For depth, CHH showed significant and stable deficits compared to CNH over time. For breadth, CNH showed greater vocabulary breadth, but the group differences diminished with age. For CHH, higher aided audibility, age, and maternal educational level were associated with greater vocabulary breadth and depth. Age at hearing aid fitting was not. Conclusions A major advantage of using LMM is that it allowed us to cope with missing data points while still accounting for variability within and across participants. Assessment of both vocabulary breadth and depth may be useful in identifying school-age CHH who are at risk of delays in language outcomes.
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Affiliation(s)
- Elizabeth A. Walker
- Department of Communication Sciences and Disorders, The University of Iowa, Iowa City
| | - Alexandra Redfern
- Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN
| | - Jacob J. Oleson
- Department of Biostatistics, The University of Iowa, Iowa City
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Beal-Alvarez JS, Figueroa DM. Generation of Signs Within Semantic and Phonological Categories: Data from Deaf Adults and Children Who Use American Sign Language. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2017; 22:219-232. [PMID: 27881480 DOI: 10.1093/deafed/enw075] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2016] [Accepted: 11/01/2016] [Indexed: 06/06/2023]
Abstract
Two key areas of language development include semantic and phonological knowledge. Semantic knowledge relates to word and concept knowledge. Phonological knowledge relates to how language parameters combine to create meaning. We investigated signing deaf adults' and children's semantic and phonological sign generation via one-minute tasks, including animals, foods, and specific handshapes. We investigated the effects of chronological age, age of sign language acquisition/years at school site, gender, presence of a disability, and geographical location (i.e., USA and Puerto Rico) on participants' performance and relations among tasks. In general, the phonological task appeared more difficult than the semantic tasks, students generated more animals than foods, age, and semantic performance correlated for the larger sample of U.S. students, and geographical variation included use of fingerspelling and specific signs. Compared to their peers, deaf students with disabilities generated fewer semantic items. These results provide an initial snapshot of students' semantic and phonological sign generation.
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Takahashi N, Isaka Y, Yamamoto T, Nakamura T. Vocabulary and Grammar Differences Between Deaf and Hearing Students. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2017; 22:88-104. [PMID: 27620905 DOI: 10.1093/deafed/enw055] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/27/2016] [Revised: 08/13/2016] [Accepted: 08/17/2016] [Indexed: 06/06/2023]
Abstract
The present study investigated the development of literacy skills of deaf and hard-of-hearing (DHH) children in Japan. The three components of literacy, vocabulary, orthographic knowledge, and grammatical knowledge were assessed by using the subtests of the Adaptive Tests for Language Abilities (ATLAN), based on the item response theory developed by the authors). The participants consisted of 207 DHH children (first through twelfth grades) in Study 1, and 425 hearing children (first through sixth grades) in Study 2. The findings show that more than 80% of DHH children's vocabulary variance was explained by the other two componential skills, while the three tasks' difficulty was different. More specifically, their vocabulary and especially, their grammar lagged behind those of hearing children, whereas the difference between the two groups on kanji (one of the three orthographic systems in Japanese taught during the school years) was less. Although considerably delayed, their pattern of responses in grammar was similar to that predicted from normative data. Effective instruction for DHH children's literacy skills was generally discussed.
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