Fitzpatrick Elizabeth M, Olds Janet, Gaboury Isabelle, McCrae Rosemary, Schramm David, Durieux-Smith Andrée
University of Ottawa, Ottawa, Ontario, Canada.
Cochlear Implants Int. 2012 Feb;13(1):5-15. doi: 10.1179/146701011X12950038111611.
The purpose of this study was to document the performance of a group of children with moderately severe to severe hearing loss who use hearing aids on a range of speech recognition, speech-language, and literacy measures and to compare these results to children with severe to profound hearing loss, who have learned language through cochlear implants.
This study involved 41 children with bilateral sensorineural hearing impairment, aged 6-18 years. Twenty children had moderately severe/severe hearing loss and used hearing aids, and 21 had severe to profound hearing loss and used cochlear implants. Communication and academic skills were assessed using speech recognition tests and standardized measures of speech production, language, phonology, and literacy.
The two groups did not differ in their open-set speech recognition abilities or speech production skills. However, children with hearing aids obtained higher scores than their peers with cochlear implants in the domains of receptive vocabulary, language, phonological memory, and reading comprehension. The findings also indicate that children with moderately severe or severe hearing loss can develop spoken language skills that are within the range expected for normal hearing children.
School-aged children with moderately severe and severe hearing loss performed better in several domains than their peers with profound hearing loss who received cochlear implants between age 2 and 5 years. Further research is required to evaluate the benefits of hearing aids and cochlear implants in children with hearing loss who are diagnosed and receive intervention within the first year of life.
本研究的目的是记录一组使用助听器的中重度至重度听力损失儿童在一系列言语识别、言语语言和读写能力方面的表现，并将这些结果与通过人工耳蜗植入学习语言的重度至极重度听力损失儿童进行比较。
本研究纳入了41名6至18岁的双侧感音神经性听力障碍儿童。20名儿童有中重度/重度听力损失并使用助听器，21名有重度至极重度听力损失并使用人工耳蜗。使用言语识别测试以及言语产出、语言、语音和读写能力的标准化测量方法评估沟通和学业技能。
两组在开放式言语识别能力或言语产出技能方面没有差异。然而，在接受性词汇、语言、语音记忆和阅读理解方面，使用助听器的儿童比使用人工耳蜗的同龄人得分更高。研究结果还表明，中重度听力损失儿童可以发展出正常听力儿童预期范围内的口语技能。
中重度听力损失的学龄儿童在几个方面的表现优于2至5岁接受人工耳蜗植入的极重度听力损失同龄人。需要进一步研究来评估助听器和人工耳蜗对出生后第一年内被诊断并接受干预的听力损失儿童的益处。
