青少年人工耳蜗植入者口语和书面语能力的差异：来自叙事样本的证据。
Disparate Oral and Written Language Abilities in Adolescents With Cochlear Implants: Evidence From Narrative Samples.
机构信息
Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville.
出版信息
Lang Speech Hear Serv Sch. 2022 Jan 5;53(1):193-212. doi: 10.1044/2021_LSHSS-21-00062. Epub 2021 Dec 13.
PURPOSE
In spite of improvements in language outcomes for children with hearing loss (HL) arising from cochlear implants (CIs), these children can falter when it comes to academic achievement, especially in higher grades. Given that writing becomes increasingly relevant to educational pursuits as children progress through school, this study explored the hypothesis that one challenge facing students with CIs may be written language.
METHOD
Participants were 98 eighth graders: 52 with normal hearing (NH) and 46 with severe-to-profound HL who used CIs. Oral and written narratives were elicited and analyzed for morphosyntactic complexity and global narrative features. Five additional measures were collected and analyzed as possible predictors of morphosyntactic complexity: Sentence Comprehension of Syntax, Grammaticality Judgment, Expressive Vocabulary, Forward Digit Span, and Phonological Awareness.
RESULTS
For oral narratives, groups performed similarly on both morphosyntactic complexity and global narrative features; for written narratives, critical differences were observed. Compared with adolescents with NH, adolescents with CIs used fewer markers of morphosyntactic complexity and scored lower on several global narrative features in their written narratives. Adolescents with NH outperformed those with CIs on all potential predictor measures, except for Sentence Comprehension of Syntax. Moderately strong relationships were found between predictor variables and individual measures of morphosyntactic complexity, but no comprehensive pattern explained the results. Measures of morphosyntactic complexity and global narrative features were not well correlated, suggesting these measures are assessing separate underlying constructs.
CONCLUSIONS
Adolescents with CIs fail to show writing proficiency at high school entry equivalent to that of their peers with NH, which could constrain their academic achievement. Interventions for children with CIs need to target writing skills, and writing assessments should be incorporated into diagnostic assessments.
SUPPLEMENTAL MATERIAL
目的
尽管使用人工耳蜗（CI）可以提高听力损失（HL）儿童的语言水平，但这些儿童在学业成绩方面仍可能存在困难，尤其是在高年级。随着孩子在学校的学习进程，写作变得越来越重要，因此本研究提出了一个假设，即 CI 使用者可能面临的一个挑战是书面语言。
方法
参与者为 98 名八年级学生：52 名听力正常（NH）和 46 名重度至极重度 HL 并使用 CI 的学生。引出并分析了他们的口头和书面叙事，以评估形态句法复杂性和整体叙事特征。还收集并分析了五个额外的可能影响形态句法复杂性的指标：语法句法理解、语法判断、表达性词汇、顺向数字广度和语音意识。
结果
对于口头叙事，两组在形态句法复杂性和整体叙事特征方面表现相似；对于书面叙事，则观察到了关键差异。与 NH 青少年相比，CI 青少年在书面叙事中使用的形态句法复杂性标记较少，并且在几个整体叙事特征上的得分较低。NH 青少年在所有潜在预测指标上的表现均优于 CI 青少年，除了语法句法理解。在预测变量和形态句法复杂性的个别指标之间发现了中等强度的关系，但没有一个综合模式可以解释结果。形态句法复杂性和整体叙事特征的测量值相关性不强，这表明这些测量值评估的是不同的潜在结构。
结论
CI 使用者在高中入学时表现出的写作水平不如听力正常的同龄人，这可能会限制他们的学业成绩。需要针对 CI 儿童进行写作技能干预，并且应将写作评估纳入诊断评估中。
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