The CI group's increased reliance on word reading accuracy when comprehending written text may stem from reduced word recognition automaticity. As predicted by the Simple View of Reading model, successful reading comprehension for all children related to skills in listening comprehension and word recognition. Word reading profiles were similar across groups, with orthographic and phonological processing skills both contributing significant variance.Ĭhildren with CIs demonstrated more early reading difficulties than their peers with NH. The predominant predictor of reading comprehension was word reading accuracy for the CI group and listening comprehension for the NH group. Group differences were examined using t tests and regression modeling.Ĭhildren with CIs performed significantly worse than children with NH on reading accuracy, phonological processing, and spoken language tasks. Their performances were compared to a control group of 31 children with normal hearing (NH) of the same chronological and mental age. This study sought to comprehensively examine the reading skills and subskills of children with cochlear implants (CIs) and gain insight into the processes underlying their early reading development.įourteen 6- to 9-year-old children with CIs were assessed on a range of reading and spoken language measures. More robust studies are needed to decide on the approach to prioritize with severe-to-profound deaf children. Rehabilitation approaches that do not include signs appear more frequently associated with a better auditory, speech, and language development, except for receptive language, than approaches that included any form of signs. The majority of included articles present a relatively low level of evidence. Of 1,739 articles listed in different databases, 38 met the inclusion criteria and were selected for analysis. Every step of the selection and analysis was made by 2 independent judges. The methodological quality of the studies was evaluated with the Quality Assessment Tool for Quantitative Studies, and the level of evidence was evaluated with the Oxford Centre for Evidence-Based Medicine Levels of Evidence. Studies published between 20 were included. The purpose of this systematic review is to identify and evaluate the available scientific evidence on the effectiveness of rehabilitation approaches proposed to children with severe-to-profound prelinguistic deafness on the hearing, speech, and language skills development.ĭatabases (PubMed, CINHAL, PsycInfo, Cochrane, ERIC, and EMBASE) were searched with relevant key words (children, deafness, rehabilitation approach, auditory, speech, and language). Key Words: Approaches to early intervention-Auditory-oral, Auditory-verbal, Bilingual-bicultural, Cochlear implants, Language outcomes, Sign language, Speech perception outcomes. Results support consistent emphasis on oral/aural input to achieve optimum spoken communication outcomes for children using cochlear implants. Conclusion: Despite equivalent child demographic characteristics at the outset of this study, by 3 years post-implant, there were significant differences in AV, AO, and BB groups. The mean PPVT delay was 13, 19, and 26 months for AV, AO, and BB groups, respectively. Results indicate mean CNC scores of 60%, 43%, and 24% and BKB scores of 77%, 77%, and 56% for the auditory-verbal (AV), aural-oral (AO), and bilingual-bicultural (BB) groups, respectively. Results: The mean age at cochlear implant was 1.7 years (range, 0.8-3.9 SD, 0.7), mean test age was 5.4 years (range, 2.5-10.1 SD, 1.7), and mean device experience was 3.7 years (range, 0.7-7.9 SD, 1.8). Main Outcome Measures: Open-set speech perception (consonant-nucleus-consonant words and Bamford- Kowal-Bench sentences) and the Peabody Picture Vocabulary Test (PPVT) were administered. Patients: All child participants were male, had congenital profound hearing loss (pure tone average 980 dBHL), no additional disabilities, were within the normal IQ range, were monolingual English speakers, had no unusual findings on computed tomography/ magnetic resonance imaging, and received hearing aids and cochlear implants at a similar age and before 4 years of age. From a pediatric database, researchers blind to the outcome data, identified 23 children from auditory oral programs and 8 children from bilingual-bicultural programs with the same inclusion criteria and equivalent demographic factors. Study Design: Eight children from an auditory verbal intervention program were identified. Objective: The relative impact of early intervention approach on speech perception and language skills was examined in these 3 well-matched groups of children using cochlear implants.
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