The development of narrative skills in monolingual Swedish-speaking children aged 4 to 9: a longitudinal study

This longitudinal study investigated the development of oral narrative skills in monolingual Swedish-speaking children (N = 17). The MAIN Cat/Dog stories were administered at four timepoints between age 4 and 9. Different narrative aspects were found to develop differently. In story comprehension, the children performed high already at T1 (4;4) and were at ceiling at T2 (5;10), whereas story structure developed significantly until T4 (9;4). Narrative length and syntactic complexity reached a plateau at T3 (7;4). Referent introduction was not mastered until T4. The results suggest that general conclusions regarding the development of narrative skills depend on the specific aspects studied.

Speech and Sound Quality Recognition in Adults Bimodal Cochlear Implant Listeners

Purpose: Recent bimodal studies identified a lack of bimodal evaluation and fitting protocols to improve bimodal benefits. The purpose of this study is to measure bimodal benefits in speech and sound quality recognition and identify bimodal fitting issues with adult cochlear implant listeners to establish bimodal fitting guidelines and evaluation protocol.Methods: A total of 20 adult cochlear implant users were participated in this study. The experimental procedures included basic evaluation, hearing aid evaluation, and bimodal benefits evaluation. In order to evaluate bimodal benefits, speech and sound quality recognition tests were performed. Matrix sentences in quiet and noise (5 and 10 dB sound pressure level), consonant-vowel-consonant words, and story comprehension tasks were provided. Participants judged sound qualities for six sound quality dimensions and a tester performed real ear measurements to verify hearing aid gains.Results: Results showed that bimodal listeners had some bimodal benefits in the sentence and monosyllabic word recognition in quiet. The benefits of sound quality judgments were also observed for six sound quality dimensions. Bimodal cochlear implant listeners of this study demonstrated less real-ear insertion gains than target gains across test frequencies.Conclusion: Speech and sound quality recognition tests are useful tools to measure bimodal benefits. Additional care for bimodal listeners is needed to optimize bimodal fitting and improve the quality of bimodal hearing aid fitting services.

A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis

This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults’ mediation during print books’ reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children’s story comprehension but positively affected children’s vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications.

Examining the validity of three methods of measuring pre-readers’ knowledge of storybook events

Planning intervention for narrative comprehension deficits requires a thorough understanding of a child’s skill in all component domains. The purpose of this study was to examine the validity of three methods of measuring pre-readers’ event knowledge, an important predictor of story comprehension. Thirty-eight typically developing children (12 males; 26 females) between the ages of 30–59 months ( M = 42.05 SD = 7.62) completed three measures – verbal account, enactment, picture-sequencing – that tapped their knowledge of two different events before listening to stories based on each of those events and completing story comprehension tasks. Scores for verbal account and enactment, but not for picture sequencing, (1) were moderately correlated with comprehension scores for the corresponding story; (2) reflected differential knowledge of the two events, though not in the expected direction; (3) were moderately correlated with one another in the case of each story. In general measures for the same event were more highly correlated with one another than with measures of the other event. Overall, results suggest that verbal account and enactment may yield information useful for clinicians planning intervention for children with narrative comprehension deficits.