Language Abilities, Phonological Awareness, Reading Skills, and Subjective Fatigue in School-Age Children With Mild to Moderate Hearing Loss

2018 ◽  
Vol 84 (4) ◽  
pp. 420-436 ◽  
Author(s):  
Stephen Camarata ◽  
Krystal Werfel ◽  
Tonia Davis ◽  
Benjamin W.Y. Hornsby ◽  
Fred H. Bess
Keyword(s):  
Hearing Loss ◽  
Reading Achievement ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Receptive Language ◽  
Language Abilities ◽  
Poor Reading ◽  
Subjective Fatigue ◽  
Children With Hearing Loss ◽  
Moderate Hearing Loss

Although reading outcomes for children with hearing loss are improving, too many of these children continue to display persistent reading difficulties. Because of these difficulties, there is an ongoing need to understand the nature of the relationships among decoding abilities, language skills, and reading achievement in this population more fully. Coincidentally, there has also been an emerging literature on the subjective fatigue in children with hearing loss, which could be directly or indirectly linked to reading ability. The purpose of this study was to examine associations among language abilities, reading skills, and subjective fatigue in 56 children with mild to moderate hearing loss (CMMHL). The results indicated that both phonological awareness and receptive language ability predicted reading achievement in CMMHL, which replicates findings for children without hearing loss. The results also indicated that CMMHL who had poor reading skills reported significantly higher levels of subjective fatigue relative to the other children with mild to moderate hearing loss in the sample.

Reading Achievement in Children With Hearing Loss Who Use Listening and Spoken Language: Results and Implications From a 2-Year Study

2020 ◽  
Vol 5 (6) ◽  
pp. 1380-1387 ◽  
Author(s):  
Elaine R. Smolen ◽  
Maria C. Hartman ◽  
Ye Wang
Keyword(s):  
Hearing Loss ◽  
Reading Achievement ◽  
Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Word Identification ◽  
Spoken Language ◽  
Sentence Reading ◽  
Children With Hearing Loss ◽  
The Average Range

Purpose This longitudinal study explored the reading achievement of children with hearing loss who used listening and spoken language and examined their progress across reading domains over 1 year. Method Sixty-four children with hearing loss enrolled in prekindergarten through third grade in a large listening and spoken language program in the Southwest United States participated. Eight subtests of the Woodcock-Johnson IV Tests of Achievement were administered, and demographic information was collected. The same subtests were administered to 53 of the participants 1 year later. Results The mean subtest standard scores for participants in this study were all within the average range. Participants demonstrated relative strengths in basic reading skills, such as spelling, word and nonword reading, and comprehension of short passages. Relative weaknesses were found in the areas of oral reading and word- and sentence-reading fluency. When the participants were again assessed 1 year later, significant growth was found in their letter–word identification, sentence-reading fluency, and word-reading fluency. Conclusions While children with hearing loss have historically struggled to achieve age-appropriate reading skills in elementary school, the participants in this study achieved mean scores within the average range. Returning participants made more than 1 year's progress in 1 year's time in several areas of reading while enrolled in a specialized program. Clinical and educational implications, including strategies to develop reading fluency, are addressed.

scholarly journals Subjective Fatigue in Children With Hearing Loss Assessed Using Self- and Parent-Proxy Report

2017 ◽  
Vol 26 (3S) ◽  
pp. 393-407 ◽  
Author(s):  
Benjamin W. Y. Hornsby ◽  
Samantha J. Gustafson ◽  
Hope Lancaster ◽  
Sun-Joo Cho ◽  
Stephen Camarata ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Self Report ◽  
School Age ◽  
Language Abilities ◽  
Cognitive Fatigue ◽  
Proxy Report ◽  
Subjective Fatigue ◽  
Parent Proxy Report ◽  
Children With Hearing Loss ◽  
Parent Proxy

Purpose The primary purposes of this study were to examine the effects of hearing loss and respondent type (self- vs. parent-proxy report) on subjective fatigue in children. We also examined associations between child-specific factors and fatigue ratings. Method Subjective fatigue was assessed using the Pediatric Quality of Life Inventory Multidimensional Fatigue Scale (PedsQL-MFS; Varni, Burwinkle, Katz, Meeske, & Dickinson, 2002). We compared self- and parent-proxy ratings from 60 children with hearing loss (CHL) and 43 children with normal hearing (CNH). The children ranged in age from 6 to 12 years. Results School-age CHL experienced more overall and cognitive fatigue than CNH, although the differences were smaller than previously reported. Parent-proxy report was not strongly associated with child self-report, and parents tended to underestimate their child's fatigue, particularly sleep/rest fatigue. Language ability was also associated with subjective fatigue. For CHL and CNH, as language abilities increased, cognitive fatigue decreased. Conclusions School-age CHL experience more subjective fatigue than CNH. The poor association between parent-proxy and child reports suggests that the parent-proxy version of the PedsQL-MFS should not be used in isolation when assessing fatigue in school-age children. Future research should examine how language abilities may modulate fatigue and its potential academic consequences in CHL.

Perceived Communication Difficulties of Children With Hearing Loss

1998 ◽  
Vol 7 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Judy G. Kopun ◽  
Patricia G. Stelmachowicz
Keyword(s):  
Hearing Loss ◽  
Self Assessment ◽  
Communication Problems ◽  
Communication Difficulties ◽  
Mild Hearing Loss ◽  
Children With Hearing Loss ◽  
Assessment Questionnaire ◽  
Moderate Hearing Loss

The goals of this study were to modify an adult self-assessment questionnaire (APHAP, Cox & Alexander, 1995) to be appropriate for children who are older than 9 years of age, to compare the results of the questionnaire for children with hearing loss to existing adult data, and to examine the agreement between a parent’s perception of his or her child’s disability and the child’s perception. Children with mild hearing loss who were unaided reported fewer problems than did adults who were unaided. Children and adults with mild hearing loss who were aided reported similar problems. Data for children with moderate hearing loss were similar to previously reported adult data. In general, parents’ perception of their child’s communication problems correlated poorly with the child’s scores on this test.

scholarly journals The Devil in the Details Can Be Hard to Spot: Malapropisms and Children With Hearing Loss

2020 ◽  
pp. 1-19
Author(s):  
Joanna H. Lowenstein ◽  
Susan Nittrouer
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Hearing Aids ◽  
Phonological Processing ◽  
Speech Signal ◽  
Word Reading ◽  
Verbal Working Memory ◽  
Academic Competence ◽  
Vocabulary Knowledge ◽  
Children With Hearing Loss

Purpose Better auditory prostheses and earlier interventions have led to remarkable improvements in spoken language abilities for children with hearing loss (HL), but these children often still struggle academically. This study tested a hypothesis for why this may be, proposing that the language of school becomes increasingly disconnected from everyday discourse, requiring greater reliance on bottom-up phonological structure, and children with HL have difficulty recovering that structure from the speech signal. Participants One hundred nineteen fourth graders participated: 48 with normal hearing (NH), 19 with moderate losses who used hearing aids (HAs), and 52 with severe-to-profound losses who used cochlear implants (CIs). Method Three analyses were conducted. #1: Sentences with malapropisms were created, and children's abilities to recognize them were assessed. #2: Factors contributing to those abilities were evaluated, including phonological awareness, phonological processing, vocabulary, verbal working memory, and oral narratives. #3: Teachers' ratings of students' academic competence were obtained, and factors accounting for those ratings were evaluated, including the five listed above, along with word reading and reading comprehension. Results #1: Children with HAs and CIs performed more poorly on malapropism recognition than children with NH, but similarly to each other. #2: All children with HL demonstrated large phonological deficits, but they were especially large for children with CIs. Phonological awareness explained the most variance in malapropism recognition for children with CIs. Vocabulary knowledge explained malapropism recognition for children with NH or HAs, but other factors also contributed. #3: Teachers rated academic competence for children with CIs more poorly than for children with NH or HAs, and variance in those ratings for children with CIs were primarily explained by malapropism scores. Conclusion Children with HL have difficulty recognizing acoustic–phonetic detail in the speech signal, and that constrains their abilities to follow conversations in academic settings, especially if HL is severe enough to require CIs. Supplemental Material https://doi.org/10.23641/asha.13133018

scholarly journals Auditory rehabilitation based on auditory verbal therapy approach on children with bilateral sensory-neural hearing loss

2020 ◽  
Author(s):  
Majid Haddadi Aval ◽  
Fatemeh Abdollahi ◽  
Sadegh Jafarzadeh
Keyword(s):  
Hearing Loss ◽  
Hearing Aid ◽  
Receptive Language ◽  
Therapy Approach ◽  
Auditory Rehabilitation ◽  
Developmental Scale ◽  
Children With Hearing Loss ◽  
Sensory Neural ◽  
Auditory Verbal Therapy ◽  
Sensory Neural Hearing Loss

Background and Aim: Auditory rehabilitation is an essential step after hearing aid fitting for children with hearing loss. The aim of this study was to evaluate the auditory rehabilitation results based on auditory verbal therapy approach in children with severe to profound sensory-neural hearing loss. Auditory verbal therapy is a popular approach for rehabilitation children with hearing loss. Methods: This is a retrospective study that eva­luates the results of auditory rehabilitation of 19 children with severe to profound hearing loss. Most children were about three years old at the beginning of the rehabilitation process. They were received bilateral hearing aid and auditory rehabilitation based on auditory verbal therapy (AVT) approach. Each case progress was meas­ured by Newsha developmental scale. Results: All of the children showed progress during the AVT program (p < 0.05). The Newsha developmental scale showed that hearing and receptive language categories had more progress. The progress was similar between male and female participants and there was no difference in all of categories (p > 0.05). Conclusion: The AVT approach is beneficial for rehabilitation of older children with bilateral sev­ere to profound sensory-neural hearing loss.  The progress was observed in all categories of Newsha developmental scale. Keywords: Auditory rehabilitation; auditory verbal therapy approach; hearing-impaired

Teaching Phonological Awareness to Children With Hearing Loss Who Use Spoken Language: Six Big Ideas

2019 ◽  
Vol 4 (5) ◽  
pp. 954-961 ◽  
Author(s):  
Krystal L. Werfel ◽  
Gabriella Reynolds
Keyword(s):  
Hearing Loss ◽  
Phonological Awareness ◽  
Research Groups ◽  
Word Decoding ◽  
Developmental Progression ◽  
Big Ideas ◽  
Phonological Awareness Instruction ◽  
Loss Experience ◽  
Children With Hearing Loss ◽  
Experience Difficulty

Purpose Because children with hearing loss experience difficulty in developing word decoding and spelling skills, effective phonological awareness instruction for this population is vital. Children with hearing loss are often delayed in their development of phonological awareness compared to peers with normal hearing; however, the developmental progression appears to be the same for both groups of children. Some modifications to typical phonological awareness instruction are warranted for this population. Conclusion This article synthesizes recent research on phonological awareness instruction for children with hearing loss from several research groups into 6 big ideas that have led to impressive gains in phonological awareness skills for this population.

scholarly journals Subjective Fatigue in Children With Hearing Loss: Some Preliminary Findings

2014 ◽  
Vol 23 (1) ◽  
pp. 129-134 ◽  
Author(s):  
Benjamin W. Y. Hornsby ◽  
Krystal Werfel ◽  
Stephen Camarata ◽  
Fred H. Bess
Keyword(s):  
Hearing Loss ◽  
Subjective Fatigue ◽  
Children With Hearing Loss

scholarly journals Feasibility of a Supplemental Phonological Awareness Intervention via Telepractice for Children with Hearing Loss: A Preliminary Study

2017 ◽  
Vol 9 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Sue Ann S. Lee ◽  
Brittany Hall ◽  
Sherry Sancibrian
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Phonological Awareness ◽  
Age Groups ◽  
Second Grade ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Post Test ◽  
Children With Hearing Loss ◽  
Delivery Models

The goal of the current study was to examine the feasibility of a telepractice intervention to improve phonological awareness skills in children with hearing loss as compared to a conventional in-person intervention.  Twenty children with hearing loss participated in this study. Two groups of ten children each received a supplemental phonological awareness intervention either via telepractice or an in-person service delivery model. Within each of the two groups, five children were enrolled in preschool or kindergarten and five children were enrolled in first or second grade. The two groups of children demonstrated similar phonological awareness, non-verbal IQ, and vocabulary skills during pre-tests.  After a 12-week intervention children with hearing loss showed improved phonological awareness skills as measured by a standardized post-test. No significant differences were found between the performance of the telepractice group and in-person group. Nor was a significant interaction found between the two age groups (PreK/K vs. 1st /2nd grade) and the two types of service delivery models (in-person vs. telepractice). The results suggest that a telepractice service delivery model is feasible for young children with hearing loss, and that telepractice may be as effective as in-person intervention in improving phonological awareness skills. 

Early Reading Achievement in Children With Expressive Phonological Disorders

1999 ◽  
Vol 8 (2) ◽  
pp. 118-128 ◽  
Author(s):  
Linda S. Larrivee ◽  
Hugh W. Catts
Keyword(s):  
Reading Achievement ◽  
Phonological Awareness ◽  
First Grade ◽  
Language Ability ◽  
Control Group ◽  
Poor Reading ◽  
Reading Outcomes ◽  
Phonological Disorders ◽  
Good Reading ◽  
Expressive Phonology

In this study, 30 children with expressive phonological disorders and 27 children with normally developing phonological and language abilities were administered measures of expressive phonology, phonological awareness, and language ability at the end of kindergarten. A year later, children were given tests of reading achievement. Although the group with expressive phonological disorders performed significantly less well than the control group on tests of reading achievement, a great deal of within-group variability was observed. Children with expressive phonological disorders were divided into those with good and poor reading outcomes and compared on measures of expressive phonology, phonological awareness, and language ability. Children with poor reading outcomes had more severe expressive phonological disorders (as measured by a multisyllabic word and nonword repetition task; MULTI-PCC), poorer phonological awareness, and poorer language skills than did children in the good reading outcome group. Hierarchical multiple regression indicated that expressive phonology (as measured by MULTI-PCC) and phonological awareness in kindergarten accounted for significant amounts of variance in first-grade reading achievement. Variability in children’s expressive phonology and phonological awareness may be a reflection of individual differences in their development of phonological representations. Clinical implications of these findings for identification and remediation of reading disabilities are discussed.

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