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Deaf child* language*

Lindsey Edwards, Lynne Aitkenhead, Dawn Langdon
OBJECTIVE: This study aimed to establish the relationship between short-term memory capacity and reading skills in adolescents with cochlear implants. METHODS AND MATERIALS: A between-groups design compared a group of young people with cochlear implants with a group of hearing peers on measures of reading, and auditory and visual short-term memory capacity. The groups were matched for non-verbal IQ and age. The adolescents with cochlear implants were recruited from the Cochlear Implant Programme at a specialist children's hospital...
November 2016: International Journal of Pediatric Otorhinolaryngology
Christine Yoshinaga-Itano, Mallene Wiggin
Hearing is essential for the development of speech, spoken language, and listening skills. Children previously went undiagnosed with hearing loss until they were 2.5 or 3 years of age. The auditory deprivation during this critical period of development significantly impacted long-term listening and spoken language outcomes. Due to the advent of universal newborn hearing screening, the average age of diagnosis has dropped to the first few months of life, which sets the stage for outcomes that include children with speech, spoken language, and auditory skill testing in the normal range...
November 2016: Seminars in Speech and Language
Lian van Berkel-van Hoof, Daan Hermans, Harry Knoors, Ludo Verhoeven
BACKGROUND: Augmentative signs may facilitate word learning in children with vocabulary difficulties, for example, children who are Deaf/Hard of Hearing (DHH) and children with Specific Language Impairment (SLI). Despite the fact that augmentative signs may aid second language learning in populations with a typical language development, empirical evidence in favor of this claim is lacking. AIMS: We aim to investigate whether augmentative signs facilitate word learning for DHH children, children with SLI, and typically developing (TD) children...
September 23, 2016: Research in Developmental Disabilities
A C Jones, E Toscano, N Botting, C R Marshall, J R Atkinson, T Denmark, R Herman, G Morgan
Previous research has highlighted that deaf children acquiring spoken English have difficulties in narrative development relative to their hearing peers both in terms of macro-structure and with micro-structural devices. The majority of previous research focused on narrative tasks designed for hearing children that depend on good receptive language skills. The current study compared narratives of 6 to 11-year-old deaf children who use spoken English (N=59) with matched for age and non-verbal intelligence hearing peers...
September 21, 2016: Research in Developmental Disabilities
Marek Meristo, Karin Strid, Erland Hjelmquist
Previous research suggests that deaf children who grow up with hearing parents display considerable difficulties in understanding mental states of others, up to their teenage years when explicitly asked in a verbal test situation (Meristo et al., 2007). On the other hand, typically developing pre-verbal infants display evidence of spontaneous false belief attribution when tested in looking-time tasks, although verbal tests are typically not passed before the age of 4years (Onishi & Baillargeon, 2005). The purpose of the present study was to examine whether deaf children of hearing parents are able to demonstrate spontaneous belief attribution in a non-verbal eye-tracking task...
September 13, 2016: Cognition
Matthew L Hall, Inge-Marie Eigsti, Heather Bortfeld, Diane Lillo-Martin
Deaf children are often described as having difficulty with executive function (EF), often manifesting in behavioral problems. Some researchers view these problems as a consequence of auditory deprivation; however, the behavioral problems observed in previous studies may not be due to deafness but to some other factor, such as lack of early language exposure. Here, we distinguish these accounts by using the BRIEF EF parent report questionnaire to test for behavioral problems in a group of Deaf children from Deaf families, who have a history of auditory but not language deprivation...
September 13, 2016: Journal of Deaf Studies and Deaf Education
Noboru Takahashi, Yukio Isaka, Toshikazu Yamamoto, Tomoyasu Nakamura
The present study investigated the development of literacy skills of deaf and hard-of-hearing (DHH) children in Japan. The three components of literacy, vocabulary, orthographic knowledge, and grammatical knowledge were assessed by using the subtests of the Adaptive Tests for Language Abilities (ATLAN), based on the item response theory developed by the authors). The participants consisted of 207 DHH children (first through twelfth grades) in Study 1, and 425 hearing children (first through sixth grades) in Study 2...
September 12, 2016: Journal of Deaf Studies and Deaf Education
Evi Jacobs, Margreet C Langereis, Johan H M Frijns, Rolien H Free, Andre Goedegebure, Cas Smits, Robert J Stokroos, Saskia A M Ariens-Meijer, Emmanuel A M Mylanus, Anneke M Vermeulen
BACKGROUND: Impaired auditory speech perception abilities in deaf children with hearing aids compromised their verbal intelligence enormously. The availability of unilateral cochlear implantation (CI) auditory speech perception and spoken vocabulary enabled them to reach near ageappropriate levels. This holds especially for children in spoken language environments. However, speech perception in complex listening situations and the acquisition of complex verbal skills remains difficult...
November 2016: Research in Developmental Disabilities
V E Hudson, A Elniel, I Ughratdar, B Zebian, R Selway, J P Lin
: Cochlear implants for sensorineural deafness in children is one of the most successful neuromodulation techniques known to relieve early chronic neurodisability, improving activity and participation. In 2012 there were 324,000 recipients of cochlear implants globally. AIM: To compare cochlear implant (CI) neuromodulation with deep brain stimulation (DBS) for dystonia in childhood and explore relations between age and duration of symptoms at implantation and outcome...
August 3, 2016: European Journal of Paediatric Neurology: EJPN
Qi Peng, Suran Huang, Yuan Liang, Keze Ma, Siping Li, Lin Yang, Wenrui Li, Qiang Ma, Qian Liu, Baimao Zhong, Xiaomei Lu
OBJECTIVE: The goal of this study was to investigate the use of concurrent genetic screening together with standard newborn hearing screening (NHS) in an effort to provide a scientific basis for the beneficial use of concurrent genetic hearing screening in newborns. Our aim was to improve the neonatal detection rate of hearing impairment and the potential for hearing loss, allowing for increased early intervention and potentially allowing for prevention of later onset hearing loss. This information could also be used to increase the effectiveness of genetic counseling regarding hearing impairment...
October 2016: Genetic Testing and Molecular Biomarkers
Mary Rudner, Emil Holmer
No abstract text is available yet for this article.
2016: Frontiers in Psychology
Ella Striem-Amit, Jorge Almeida, Mario Belledonne, Quanjing Chen, Yuxing Fang, Zaizhu Han, Alfonso Caramazza, Yanchao Bi
Congenital deafness causes large changes in the auditory cortex structure and function, such that without early childhood cochlear-implant, profoundly deaf children do not develop intact, high-level, auditory functions. But how is auditory cortex organization affected by congenital, prelingual, and long standing deafness? Does the large-scale topographical organization of the auditory cortex develop in people deaf from birth? And is it retained despite cross-modal plasticity? We identified, using fMRI, topographic tonotopy-based functional connectivity (FC) structure in humans in the core auditory cortex, its extending tonotopic gradients in the belt and even beyond that...
2016: Scientific Reports
L A Petitto, C Langdon, A Stone, D Andriola, G Kartheiser, C Cochran
Among the most prevailing assumptions in science and society about the human reading process is that sound and sound-based phonology are critical to young readers. The child's sound-to-letter decoding is viewed as universal and vital to deriving meaning from print. We offer a different view. The crucial link for early reading success is not between segmental sounds and print. Instead the human brain's capacity to segment, categorize, and discern linguistic patterning makes possible the capacity to segment all languages...
July 17, 2016: Wiley Interdisciplinary Reviews. Cognitive Science
Brigitte E de Hoog, Margreet C Langereis, Marjolijn van Weerdenburg, Jos Keuning, Harry Knoors, Ludo Verhoeven
BACKGROUND: Large variability in individual spoken language outcomes remains a persistent finding in the group of children with cochlear implants (CIs), particularly in their grammatical development. AIMS: In the present study, we examined the extent of delay in lexical and morphosyntactic spoken language levels of children with CIs as compared to those of a normative sample of age-matched children with normal hearing. Furthermore, the predictive value of auditory and verbal memory factors in the spoken language performance of implanted children was analyzed...
October 2016: Research in Developmental Disabilities
Emil Holmer, Mikael Heimann, Mary Rudner
Theory of Mind (ToM) is related to reading comprehension in hearing children. In the present study, we investigated progression in ToM in Swedish deaf and hard-of-hearing (DHH) signing children who were learning to read, as well as the association of ToM with reading comprehension. Thirteen children at Swedish state primary schools for DHH children performed a Swedish Sign Language (SSL) version of the Wellman and Liu (2004) ToM scale, along with tests of reading comprehension, SSL comprehension, and working memory...
2016: Frontiers in Psychology
Patrizia Mancini, Ilaria Giallini, Luca Prosperini, Hilal Dincer D'alessandro, Letizia Guerzoni, Alessandra Murri, Domenico Cuda, Giovanni Ruoppolo, Marco De Vincentiis, Maria Nicastri
OBJECTIVES: The current study was designed with three main aims: To document the level of emotional comprehension skills, from basic to more complex ones, reached by a wide sample of cochlear implant (CI) deaf children with at least 36 months of device use; To investigate subjective and audiological factors that can affect their emotional development; To identify, if present, a "critical age", in which early intervention might positively affect adequate emotional competence development...
August 2016: International Journal of Pediatric Otorhinolaryngology
B Mikic, A Jotic, D Miric, M Nikolic, N Jankovic, N Arsovic
INTRODUCTION: Incidence of children with autism spectrum disorder (ASD) is rising through the years with estimated 1 in 68 in the US in 2014. This incidence is also rising in the population of congenitally deaf children. Favorable outcome after early cochlear implantation is expected due to plasticity and reorganization capacity of brain in infants and toddlers, but outcomes could be significantly modified in children with diagnosed ASD. Current methods of screening for autism have difficulties in establishing diagnosis in children who have both autism and other developmental delays, especially at such an early age...
June 2016: European Annals of Otorhinolaryngology, Head and Neck Diseases
Josephine W I van Nierop, Rebecca R Snabel, Margreet Langereis, Ronald J E Pennings, Ronald J C Admiraal, Emmanuel A M Mylanus, Henricus P M Kunst
OBJECTIVE: To analyse the benefit of cochlear implantation in young deaf children with Waardenburg syndrome (WS) compared to a reference group of young deaf children without additional disabilities. METHOD: A retrospective study was conducted on children with WS who underwent cochlear implantation at the age of 2 years or younger. The post-operative results for speech perception (phonetically balanced standard Dutch consonant-vocal-consonant word lists) and language comprehension (the Reynell Developmental Language Scales, RDLS), expressed as a language quotient (LQ), were compared between the WS group and the reference group by using multiple linear regression analysis...
2016: Audiology & Neuro-otology
Stephane Roman, Françoise Rochette, Jean-Michel Triglia, Daniele Schön, Emmanuel Bigand
UNLABELLED: While the positive benefits of pediatric cochlear implantation on language perception skills are now proven, the heterogeneity of outcomes remains high. The understanding of this heterogeneity and possible strategies to minimize it is of utmost importance. Our scope here is to test the effects of an auditory training strategy, "sound in Hands", using playful tasks grounded on the theoretical and empirical findings of cognitive sciences. Indeed, several basic auditory operations, such as auditory scene analysis (ASA) are not trained in the usual therapeutic interventions in deaf children...
July 2016: Hearing Research
Jesper Dammeyer, Marc Marschark
In Scandinavia and some other countries, a bilingual-bicultural approach to deaf education was celebrated in national programs from the mid-1980s until the broad popularity of cochlear implantation in middle 2000s created a shift back to an emphasis on spoken language for many deaf children. At the same time, only a few studies evaluated the long-term outcomes of bilingual-bicultural education, and several of their findings have raised questions about benefits of the approach. This study examined the level of educational attainment of 408 deaf individuals who attended primary school either before or during the period of bilingual-bicultural education in Denmark, both relative to a comparable hearing cohort...
October 2016: Journal of Deaf Studies and Deaf Education
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