Comparison of auditory comprehension skills in children with cochlear implant and typically developing children

2016 ◽  
Vol 91 ◽  
pp. 113-120 ◽  
Author(s):  
Joyanta Chandra Mandal ◽  
Suman Kumar ◽  
Sumit Roy
Keyword(s):  
Cochlear Implant ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Typically Developing Children ◽  
Comprehension Skills

scholarly journals Syntactic abilities among Marathi speaking children with hearing impairment using cochlear implant

2021 ◽  
Author(s):  
Piyush Sone ◽  
Ratan Jadhav ◽  
Medha Karbhari Adhyaru
Keyword(s):  
Cochlear Implant ◽  
Hearing Impairment ◽  
Cochlear Implants ◽  
Age Groups ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Wh Questions ◽  
Age Range ◽  
Better Than

<p><strong>Background:</strong> Syntax is an important aspect of language. It is very important to study syntax development in the children with hearing impairment (HI). The aim of study was to compare syntactic abilities of Marathi speaking children with hearing impairment using cochlear implant and typical developing children in the age range of 4 to 7 years.<strong></strong></p><p><strong>Methods: </strong>Ninety typically developing children, 26 language age matched children using cochlear implants were included in this study. They were grouped into three age groups: 4-5, 5-6 and 6-7 years. Syntax test in Marathi which has six subtests in comprehension: wh-questions, negations/yes/no questions, post-positions, plurals, tenses, person, number, gender markers and five subtests in expression: negation/yes/no questions, post-positions, plurals, tenses, person, number, gender markers was administered through a laptop to children in each group.</p><p><strong>Results: </strong>Results showed typically developing children performed significantly better than children with hearing impairment using cochlear implant I the age range of 4 to 5 years. Except postposition and PNG markers of comprehensive syntactic abilities all other syntactic abilities were significantly poor in children using cochlear implants. Only expressive syntactic abilities were significantly poor among children using cochlear implants in the age range of 6 to 7 years.</p><p><strong>Conclusions: </strong>Overall, the findings of this study showed that that Syntax test in Marathi can identify impairment in the syntactic ability in Marathi speaking children with hearing impairment. Children with hearing impairment using cochlear implants showed poor syntactic abilities.</p>

scholarly journals Beginning to Talk Like an Adult: Increases in Speech-Like Utterances in Young Cochlear Implant Recipients and Typically Developing Children

2013 ◽  
Vol 22 (4) ◽  
pp. 591-603 ◽  
Author(s):  
David J. Ertmer ◽  
Jongmin Jung ◽  
Diana True Kloiber
Keyword(s):  
Cochlear Implant ◽  
Cochlear Implants ◽  
Speech Development ◽  
Typically Developing ◽  
Vocal Development ◽  
Typically Developing Children ◽  
Auditory Deprivation ◽  
Time Points ◽  
Device Use

PurposeSpeech-like utterances containing rapidly combined consonants and vowels eventually dominate the prelinguistic and early word productions of typically developing (TD) toddlers. It seems reasonable to expect a similar phenomenon in young recipients of cochlear implants (CIs). The authors of this study sought to determine the number of months of robust hearing experience needed to achieve a majority of speech-like utterances in both of these groups.MethodSpeech samples were recorded from CI recipients at 3-month intervals during the first 2 years of CI experience, and from TD children at time points between 6 and 24 months of age. Speech-like utterances were operationally defined as those belonging to the basic canonical syllables (BCS) or advanced forms (AF) levels of the Consolidated Stark Assessment of Early Vocal Development—Revised (Ertmer, Young, & Nathani, 2007).ResultsOn average, the CI group achieved a majority of speech-like utterances after 12 months of robust hearing experience and the TD group after 18 months. The CI group produced greater percentages of speech-like utterances at each interval until 24 months, when both groups approximated 80%.ConclusionAuditory deprivation did not limit progress in vocal development as young CI recipients showed more-rapid-than-typical speech development during the first 2 years of device use. Implications for the infraphonological model of speech development are considered.

scholarly journals Comparison of Relative Loudness Judgment in Children using Listening Devices with Typically Developing Children

2020 ◽  
Author(s):  
Shubha Tak ◽  
Asha Yathiraj
Keyword(s):  
Cochlear Implant ◽  
Hearing Impairment ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Normal Hearing ◽  
Standard Group ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Loudness Judgment

Abstract Introduction Loudness perception is considered important for the perception of emotions, relative distance and stress patterns. However, certain digital hearing devices worn by those with hearing impairment may affect their loudness perception. This could happen in devices that have compression circuits to make loud sounds soft and soft sounds loud. These devices could hamper children from gaining knowledge about loudness of acoustical signals. Objective To compare relative loudness judgment of children using listening devices with age-matched typically developing children. Methods The relative loudness judgment of sounds created by day-to-day objects were evaluated on 60 children (20 normal-hearing, 20 hearing aid users, & 20 cochlear implant users), utilizing a standard group comparison design. Using a two-alternate forced-choice technique, the children were required to select picturized sound sources that were louder. Results The majority of the participants obtained good scores and poorer scores were mainly obtained by children using cochlear implants. The cochlear implant users obtained significantly lower scores than the normal-hearing participants. However, the scores were not significantly different between the normal-hearing children and the hearing aid users as well as between the two groups with hearing impairment. Conclusion Thus, despite loudness being altered by listening devices, children using non-linear hearing aids or cochlear implants are able to develop relative loudness judgment for acoustic stimuli. However, loudness growth for electrical stimuli needs to be studied.

Issues around child templates

2019 ◽  
pp. 163-196
Author(s):  
Marilyn May Vihman
Keyword(s):  
Observational Study ◽  
Word Learning ◽  
Brazilian Portuguese ◽  
Longitudinal Analyses ◽  
Typically Developing ◽  
Typically Developing Children ◽  
British English ◽  
Late Talkers ◽  
Comprehension Skills ◽  
Lebanese Arabic

This chapter adds longitudinal analyses of children learning two languages not yet included here, Lebanese Arabic and Brazilian Portuguese. It then looks at two more children learning British English, a diary and an observational study, each of which permits closer examination of the emergence and facing of templates. The chapter then reviews a study of expressive late talkers, providing a procedure for quantifying template use and illustrating it with analyses of three British late talkers with good comprehension skills. The study was too small to draw firm conclusions, but it did show that for late talkers, unlike typically developing children, templates may prove more of a hindrance than a help in phonological and lexical advance. In concluding the chapter considers the function of child templates, noting ways in which they may be supporting of word learning for children whose strongest phonetic limitations fall within the first two years.

Riddle Appreciation and Reading Comprehension in Cantonese-Speaking Children

2013 ◽  
Vol 44 (4) ◽  
pp. 348-359 ◽  
Author(s):  
Ivy N. Y. Tang ◽  
Carol K. S. To ◽  
Brendan S. Weekes
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Writing Systems ◽  
Inference Making ◽  
Comprehension Skills ◽  
English Speaking ◽  
Character Reading ◽  
The Relationship

PurposeInference-making skills are necessary for reading comprehension. Training in riddle appreciation is an effective way to improve reading comprehension among English-speaking children. However, it is not clear whether these methods generalize to other writing systems. The goal of the present study was to investigate the relationship between inference-making skills, as measured by riddle appreciation ability, and reading comprehension performance in typically developing Cantonese-speaking children in the 4th grade.MethodForty Cantonese-speaking children between the ages of 9;1 (years;months) and 11;0 were given tests of riddle appreciation ability and reading comprehension. Chinese character reading and auditory comprehension abilities were also assessed using tests that had been standardized in Hong Kong.ResultsRegression analyses revealed that riddle appreciation ability explained a significant amount of variance in reading comprehension after variance due to character reading skills and auditory comprehension skills were first considered. Orthographic, lexical, morphological, and syntactic riddles were also significantly correlated with reading comprehension.ConclusionRiddle appreciation ability predicts reading comprehension in Cantonese-speaking 4th-grade children. Therefore, training Cantonese speakers in riddle appreciation should improve their reading comprehension.

Age Norms for Auditory-Perceptual Neurophonetic Parameters: A Prerequisite for the Assessment of Childhood Dysarthria

2020 ◽  
Vol 63 (4) ◽  
pp. 1071-1082
Author(s):  
Theresa Schölderle ◽  
Elisabet Haas ◽  
Wolfram Ziegler
Keyword(s):  
Assessment Tool ◽  
Developmental Trajectories ◽  
Voice Quality ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Age Norms ◽  
Elementary School Age ◽  
Speech Characteristics ◽  
Substantial Progress ◽  
Computer Based

Purpose The aim of this study was to collect auditory-perceptual data on established symptom categories of dysarthria from typically developing children between 3 and 9 years of age, for the purpose of creating age norms for dysarthria assessment. Method One hundred forty-four typically developing children (3;0–9;11 [years;months], 72 girls and 72 boys) participated. We used a computer-based game specifically designed for this study to elicit sentence repetitions and spontaneous speech samples. Speech recordings were analyzed using the auditory-perceptual criteria of the Bogenhausen Dysarthria Scales, a standardized German assessment tool for dysarthria in adults. The Bogenhausen Dysarthria Scales (scales and features) cover clinically relevant dimensions of speech and allow for an evaluation of well-established symptom categories of dysarthria. Results The typically developing children exhibited a number of speech characteristics overlapping with established symptom categories of dysarthria (e.g., breathy voice, frequent inspirations, reduced articulatory precision, decreased articulation rate). Substantial progress was observed between 3 and 9 years of age, but with different developmental trajectories across different dimensions. In several areas (e.g., respiration, voice quality), 9-year-olds still presented with salient developmental speech characteristics, while in other dimensions (e.g., prosodic modulation), features typically associated with dysarthria occurred only exceptionally, even in the 3-year-olds. Conclusions The acquisition of speech motor functions is a prolonged process not yet completed with 9 years. Various developmental influences (e.g., anatomic–physiological changes) shape children's speech specifically. Our findings are a first step toward establishing auditory-perceptual norms for dysarthria in children of kindergarten and elementary school age. Supplemental Material https://doi.org/10.23641/asha.12133380

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