Bell Nicola, Angwin Anthony J, Wilson Wayne J, Arnott Wendy L
School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
Research and Innovation, Hear and Say, Brisbane, Queensland, Australia.
J Speech Lang Hear Res. 2019 Feb 26;62(2):456-469. doi: 10.1044/2018_JSLHR-H-17-0469.
Purpose 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. Method Fourteen 6- to 9-year-old children with CIs were assessed on a range of reading and spoken language measures. Their performances were compared to a control group of 31 children with normal hearing (NH) of the same chronological and mental age. Group differences were examined using t tests and regression modeling. Results Children with CIs performed significantly worse than children with NH on reading accuracy, phonological processing, and spoken language tasks. The predominant predictor of reading comprehension was word reading accuracy for the CI group and listening comprehension for the NH group. Word reading profiles were similar across groups, with orthographic and phonological processing skills both contributing significant variance. Conclusions Children with CIs demonstrated more early reading difficulties than their peers with NH. As predicted by the Simple View of Reading model, successful reading comprehension for all children related to skills in listening comprehension and word recognition. The CI group's increased reliance on word reading accuracy when comprehending written text may stem from reduced word recognition automaticity. Despite showing reduced reading accuracy, children with CIs appeared to draw on orthographic and phonological skills to a similar degree as children with NH when reading words in isolation.
目的 本研究旨在全面考察人工耳蜗植入（CI）儿童的阅读技能和子技能，并深入了解其早期阅读发展的潜在过程。方法 对14名6至9岁的人工耳蜗植入儿童进行了一系列阅读和口语测试。将他们的表现与31名年龄和心理年龄相同的听力正常（NH）儿童组成的对照组进行比较。使用t检验和回归模型检验组间差异。结果 在阅读准确性、语音处理和口语任务方面，人工耳蜗植入儿童的表现明显不如听力正常儿童。阅读理解的主要预测因素在人工耳蜗植入组是单词阅读准确性，在听力正常组是听力理解。两组的单词阅读概况相似，正字法和语音处理技能都有显著差异。结论 人工耳蜗植入儿童比听力正常的同龄人表现出更多的早期阅读困难。正如阅读简单视图模型所预测的，所有儿童的成功阅读理解都与听力理解和单词识别技能有关。人工耳蜗植入组在理解书面文本时对单词阅读准确性的依赖增加，可能源于单词识别自动化程度的降低。尽管阅读准确性较低，但人工耳蜗植入儿童在单独阅读单词时，与听力正常儿童一样，似乎在相似程度上运用了正字法和语音技能。
