Objective
By 6 years, typically developing children have adequate reading/
reading comprehension, and writing skills. Per evidence-based
research, phonological development is a pre-requisite to literacy
skills as shown in the growth of receptive/expressive language
modalities. Hypothetically, children develop phonological skills
mainly through listening unlike children with congenital hearing
impairment (HI), who lacks language and acquisition of phonological
skills prior to literacy. This study aims to establish a computer-
based program called Articulation, Language and Literacy
Program (ALLP), following Aural-Oral Approach in children with HI to
develop literacy.
Method
Phonological skills were introduced through the program to 10
children with sensorineural hearing loss targeting areas of articulation,
language, and literacy skills, all of whom received early
intervention through binaural hearing-aids or monaural cochlear
implant. This program facilitated sound-word associations required
for reading, simultaneously correcting production of speech, and
developing lexical skills. Auditory training was mandatory through all
stages of literacy development. Verbal responses and listening skills
for speech sounds were recorded on weekly basis with individually
tailored assessment tools. Generalization of therapeutic skills was
facilitated through handouts given to parents.
Conclusion
This study reveals that early intervention is critical to language development
and literacy skills, leading to academic success of children
with hearing impairment in the mainstream academic environment.
Are Specific Language Impairment and Dyslexia Distinct Disorders?
