Quick Nancy, Harrison Melody, Erickson Karen
University of North Carolina at Chapel Hill.
J Deaf Stud Deaf Educ. 2019 Jan 1;24(1):41-53. doi: 10.1093/deafed/eny029.
This study examines the spelling of nine elementary school children with cochlear implants (CIs) who use spoken language, and compares their performance with children who have typical hearing and children who are hard of hearing (HH). Compared to children with typical hearing, children with CIs did not produce a significantly different percentage of misspelled words (p = 0.431, d = 0.38), but their spelling errors comprised significantly lower percentages of homophone substitutions (p = 0.019, r = 0.61) and legal vowel errors (p = 0.011, r = 0.61). Children with CIs and children who are HH did not produce a significantly different percentage of misspelled words (p = 0.521, d = 0.31) or a significantly different distribution of categorical spelling errors. Results suggest that children with CIs utilize similar linguistic strategies as their peers who are HH but different strategies than peers with typical hearing when attempting to spell unfamiliar words.
本研究考察了九名使用口语的人工耳蜗植入（CI）小学生的拼写情况，并将他们的表现与听力正常儿童以及听力障碍（HH）儿童进行比较。与听力正常儿童相比，人工耳蜗植入儿童的拼写错误单词百分比没有显著差异（p = 0.431，d = 0.38），但他们的拼写错误中同音异形替代的百分比显著更低（p = 0.019，r = 0.61），合法元音错误的百分比也显著更低（p = 0.011，r = 0.61）。人工耳蜗植入儿童与听力障碍儿童的拼写错误单词百分比没有显著差异（p = 0.521，d = 0.31），分类拼写错误的分布也没有显著差异。结果表明，人工耳蜗植入儿童在尝试拼写不熟悉的单词时，使用的语言策略与其听力障碍同龄人相似，但与听力正常的同龄人不同。
