Wu Che-Ming, Liu Tien-Chen, Liao Pei-Ju, Chen Chin-Kuo, Chang Bey-Lih, Lin Bao-Guey
Department of Otolaryngology, Chang-Gung Memorial Hospital, College of Medicine, Chang-Gung University, Linkou, Taiwan.
Int J Pediatr Otorhinolaryngol. 2013 Sep;77(9):1474-80. doi: 10.1016/j.ijporl.2013.06.012. Epub 2013 Jul 6.
To document academic achievements and classroom performance in 35 Mandarin-speaking, congenital/pre-lingual, deafened children who used cochlear implants (CIs) for 5-11 years. The possible associated factors were also analyzed.
Cross-sectional case series.
Standardized Chinese literacy ability and mathematics tests were administered to evaluate the academic achievement of these children. Raw scores derived from both literacy ability and mathematics tests were compared with normative data from children with normal hearing (NH). A modified Mandarin edition of the Screening Instrument for Targeting Educational Risk (SIFTER) and a Regular School Adjustment Scale (RSAS) for students with hearing impairments filled out by regular classroom teachers were used to assess the children's classroom performances.
The mean standard T-scores for Chinese literacy ability and mathematics ability were 48.6 and 50.3 (NORM=50 ± 10), respectively. A total of 85.7% of children with CIs scored within or above the normal range of their age-matched hearing peers in Chinese literacy ability, and 82.9% were within normal ranges in mathematics ability. The SIFTER results showed that 45.7% failure was noted on the communication subscale, and the RSAS also indicated 40% of CI students to have communication problems. The academic subscale scores on the SIFTER were associated with the children's Chinese literacy abilities. The Verbal Comprehension Index (VCI) of the Wechsler IQ test IV was related to the children's mathematics abilities.
The academic achievements of Mandarin-speaking children who receive CIs from a young age and are integrated into mainstream elementary school system appear to fall within the normal range of their age-matched hearing counterparts after 5-11 years of use. This study strongly suggests the need for future ongoing support for these children in communication field.
记录35名使用人工耳蜗（CI）5至11年的讲普通话的先天性/语前聋儿童的学业成绩和课堂表现。同时分析可能的相关因素。
横断面病例系列研究。
采用标准化的中文读写能力和数学测试来评估这些儿童的学业成绩。将读写能力和数学测试的原始分数与听力正常（NH）儿童的常模数据进行比较。由普通班级教师填写的针对教育风险的筛查工具（SIFTER）的改良普通话版和听力障碍学生的常规学校适应量表（RSAS）用于评估儿童的课堂表现。
中文读写能力和数学能力的平均标准T分数分别为48.6和50.3（常模=50±10）。在中文读写能力方面，共有85.7%的人工耳蜗植入儿童得分在与其年龄匹配的听力同龄人正常范围之内或之上，在数学能力方面，82.9%的儿童处于正常范围。SIFTER结果显示，在沟通子量表上有45.7%的儿童不合格，RSAS也表明40%的人工耳蜗植入学生存在沟通问题。SIFTER学业子量表得分与儿童的中文读写能力相关。韦氏智力测验第四版的言语理解指数（VCI）与儿童的数学能力相关。
从小接受人工耳蜗植入并融入主流小学系统的讲普通话儿童，在使用5至11年后，其学业成绩似乎落在与其年龄匹配的听力正常儿童的正常范围内。本研究强烈表明未来需要在沟通领域持续为这些儿童提供支持。
