IMPLICATIONS OF EXECUTIVE FUNCTIONS IN READING COMPREHENSION OF DEAF ADOLESCENTS WITH COCHLEAR IMPLANT

2018 ◽  
Author(s):  
Mario Figueroa ◽  
Núria Silvestre ◽  
Sònia Darbra
Keyword(s):  
Reading Comprehension ◽  
Executive Functions ◽  
Cochlear Implant

Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

2020 ◽  
pp. 152574012097610
Author(s):  
Mario Figueroa ◽  
Núria Silvestre ◽  
Sònia Darbra
Keyword(s):  
Reading Comprehension ◽  
Executive Functions ◽  
Cochlear Implant ◽  
Instructional Practices ◽  
Cognitive Processes ◽  
Expository Texts ◽  
Computerized Tests ◽  
Inclusive Settings ◽  
Reading Curricula ◽  
The Relationship

The acquisition of effective reading comprehension for adolescents with cochlear implant (CI) in inclusive settings is crucial for ensuring the benefit of current traditional reading curricula and instructional practices. Executive functions (EF) are recognized as important cognitive processes during reading by students with typical hearing (TH). This study compared the relationship between EF and reading comprehension in adolescents with TH and CI. Three tests sessions were performed on two groups of adolescents between 12 and 16 years old (36 with CI and 54 with TH). Reading comprehension was assessed by a standardized reading battery and EF by computerized tests. The results indicated that adolescents with CI perform EF tasks with a similar efficiency as the TH group, but the performance of CI group on expository texts was lower than in TH students. Reading comprehension of expository texts was related to inhibition and shifting in adolescents with CI.

The Role of Executive Functions in Reading Comprehension

2017 ◽  
Vol 30 (3) ◽  
pp. 801-826 ◽  
Author(s):  
Reese Butterfuss ◽  
Panayiota Kendeou
Keyword(s):  
Reading Comprehension ◽  
Executive Functions

scholarly journals Reading and Theory of Mind in Adolescents with Cochlear Implant

2020 ◽  
Vol 25 (2) ◽  
pp. 212-223
Author(s):  
Mario Figueroa ◽  
Sònia Darbra ◽  
Núria Silvestre
Keyword(s):  
Reading Comprehension ◽  
Theory Of Mind ◽  
Cochlear Implant ◽  
Cochlear Implants ◽  
Group Performance ◽  
False Belief ◽  
False Belief Task

Abstract Previous research has shown a possible link between reading comprehension and theory of mind (ToM), but these findings are unclear in adolescents with cochlear implants (CI). In the present study, reading comprehension and ToM were assessed in adolescents with CI and the relation between both skills was also studied. Two sessions were performed on two groups of adolescents aged between 12 and 16 years of age (36 adolescents with CI and 54 participants with typical hearing, TH). They were evaluated by means of a standardized reading battery, a false belief task, and Faux Pas stories. The results indicated that reading and cognitive ToM were more developed in the TH group than in adolescents with CI. However, early-CI and binaural group performance were close to the TH group in narrative and expository comprehension and cognitive ToM. The results also indicated that cognitive ToM and reading comprehension appear to be related in deaf adolescents.

scholarly journals Executive Functions and Response to Intervention: Identification of Students Struggling With Reading Comprehension

2018 ◽  
Vol 42 (1) ◽  
pp. 17-31 ◽  
Author(s):  
Jeremy Miciak ◽  
Paul T. Cirino ◽  
Yusra Ahmed ◽  
Erin Reid ◽  
Sharon Vaughn
Keyword(s):  
Reading Comprehension ◽  
Executive Functions ◽  
Reading Interventions ◽  
Common Factor ◽  
Significant Risk ◽  
Cognitive Profiles ◽  
Linear Regression Models ◽  
Intensive Reading ◽  
Not At Risk ◽  
Inadequate Responders

Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of shared variance across tasks as well as five separable EF factors in the context of an intensive reading intervention for struggling fourth graders. To determine whether EF performance at pretest is associated with subsequent responder status, we compared EF performance of three subgroups of students: inadequate and adequate responders and typical students not at risk for reading disabilities. Results of discriminant function analyses and linear regression models comparing groups were largely null; EF performance at pretest demonstrated only small associations with responder status. These results suggest that the assessment of EF may have limited value in predicting which individual students will respond to intensive reading interventions.

scholarly journals Morphological sensitivity in deaf readers of Dutch

2011 ◽  
Vol 32 (3) ◽  
pp. 619-634 ◽  
Author(s):  
ANNE H. VAN HOOGMOED ◽  
LUDO VERHOEVEN ◽  
ROBERT SCHREUDER ◽  
HARRY KNOORS
Keyword(s):  
Reading Comprehension ◽  
Cochlear Implant ◽  
Reading Instruction ◽  
Morphological Processing ◽  
Deaf Children ◽  
Deaf Readers ◽  
Hearing Children

ABSTRACTDeaf children experience difficulties with reading comprehension. These difficulties are not completely explained by their difficulties with the reading of single short words. Whether deaf children and adults lag behind in the morphological processing of longer words is therefore examined in two experiments in which the processing of prefixes by deaf versus hearing children and deaf versus hearing adults is compared. The results show that the deaf children use morphological processing but to a lesser extent than hearing children. No differences appeared between the deaf and hearing adults. Differences between deaf children with and without a cochlear implant were examined, but no firm conclusions could be drawn. The implications of the results for the reading instruction of deaf children are discussed.

Distinguishing Direct and Indirect Effects of Executive Functions on Reading Comprehension in Adolescents

2019 ◽  
Vol 40 (6) ◽  
pp. 551-581 ◽  
Author(s):  
Teresa M. Ober ◽  
Patricia J. Brooks ◽  
Jan L. Plass ◽  
Bruce D. Homer
Keyword(s):  
Reading Comprehension ◽  
Executive Functions ◽  
Indirect Effects ◽  
Direct And Indirect Effects

Prospective Evaluation of Cognitive Functions After Rehabilitation With Cochlear Implant or Hearing Aids: Preliminary Results of a Multicentric Study on Elderly Patients

2019 ◽  
Vol 28 (3S) ◽  
pp. 762-774 ◽  
Author(s):  
Roberta Anzivino ◽  
Guido Conti ◽  
Walter Di Nardo ◽  
Anna Rita Fetoni ◽  
Pasqualina Maria Picciotti ◽  
...  
Keyword(s):  
Executive Functions ◽  
Cochlear Implant ◽  
Cognitive Decline ◽  
Hearing Aids ◽  
Cognitive Functions ◽  
Signal To Noise Ratio ◽  
Signal To Noise ◽  
Speech In Noise

Objective Recent literature has shown a growing interest in the relationship between presbycusis and cognitive decline, but significant evidence about the long-term benefit of rehabilitation on cognitive functions has not been reported yet. The aim of the study was to analyze audiological and neuropsychological performances in patients with cochlear implant (CI) or hearing aids (HAs) over time. Materials and Method Forty-four bilaterally deaf patients aged more than 60 years (25 with CI candidacy and 19 with HA candidacy) were enrolled. Patients were subjected to audiological evaluation, to a battery of neuropsychological tests (Mini-Mental State Examination [MMSE], Rey Auditory Verbal Learning Task [RAVLT], Rey–Osterreith Complex Figure Test, Digit/Corsi Span Forward and Backward, Multiple Features Target Cancellation, Trail-Making Test, Stroop Test, and Phonological and Semantic Word Fluency), and to a quality of life assessment (Short Form 36, Glasgow Benefit Inventory, Glasgow Health Status Inventory) at the baseline and after a long-term follow-up (6–12 months). Results Speech recognition scores in quiet and in noise were significantly improved even 6 months after auditory rehabilitation. Significant differences between pre- and post-rehabilitation scores were reported in physical and emotional impacts in life, general global health, vitality, and social activities. MMSE and RAVLT scores were significantly improved in both groups after 6 months of follow-up, suggesting a global involvement of memory domain. Mnesic performances remained unchanged between the first and second follow-up, but a further significant improvement in executive functions (Stroop Test) was detected in patients with CI reevaluated 12 months after implantation. A significant correlation of the RAVLT with signal-to-noise ratio at +10 dB speech-in-noise scores and the MMSE with signal-to-noise ratio at 0 dB speech-in-noise scores suggests the pivotal role of executive functions in recognition in noisy environment. Conclusions Our preliminary data confirm that hearing deprivation in aged patients represents a truly modifiable risk factor for cognitive decline, which can be positively faced by acoustic rehabilitation. The improvement of short- and long-term memory performances and the amelioration of executive and attentive functions suggest that hearing restoration with both HAs and CI may provide a recovery of superior cognitive domains probably through a reallocation of cortical resources altered by hearing deprivation.

The contributions of language control to executive functions: From the perspective of bilingual comprehension

2019 ◽  
Vol 72 (8) ◽  
pp. 1984-1997 ◽  
Author(s):  
Lu Jiao ◽  
Cong Liu ◽  
Lijuan Liang ◽  
Patrick Plummer ◽  
Charles A Perfetti ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Executive Functions ◽  
Listening Comprehension ◽  
Flanker Task ◽  
Mixed Block ◽  
Control Mechanisms ◽  
Beneficial Effects ◽  
Language Control ◽  
Language Context ◽  
L1 And L2

Previous studies have suggested that bilingual production experience has beneficial effects on executive functions. In the current study, four experiments were conducted to investigate whether bilingual comprehension experience influences executive functions. In Experiments 1 and 2, Chinese–English bilinguals completed a flanker task interleaved with a language comprehension task (reading comprehension in Experiment 1 and listening comprehension in Experiment 2). There were three blocks distinguished by language context, with a Chinese (L1) block, an English (L2) block, and a mixed (L1 and L2) block. Results showed that performance in the mixed block was better on both congruent and incongruent flanker trials when compared with the L1 and L2 blocks, indicating better monitoring functions overall. In Experiments 3 and 4 (reading comprehension and listening comprehension, respectively), participants were also exposed to three language contexts (i.e., L1, L2, and mixed block) but performed a non-conflict control task that did not require any conflict resolution. The results of Experiments 3 and 4 showed similar performance under the three different language contexts. Taken together, these results indicate that language control mechanisms involved in bilingual comprehension contribute to domain-general executive control performance. The results suggest a monitoring mechanism establishes a bridge connecting executive functions and bilingual language control during comprehension.

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