Ozkan Atak Hilal Burcu, Aslan Filiz, Sennaroglu Gonca, Sennaroglu Levent
Department of Audiology, Hacettepe University, Ankara, Turkey.
Department of Otorhinolaryngology, Hacettepe University, Ankara, Turkey.
Audiol Neurootol. 2025;30(2):134-145. doi: 10.1159/000541716. Epub 2024 Oct 11.
Auditory performance and language proficiency in young children who utilize auditory brainstem implants (ABIs) throughout the first 3 years of life are difficult to predict. ABI users have challenges as a result of delays in language proficiency and the acquisition of reading comprehension, even if ABI technology offers auditory experiences that enhance spoken language development. The aim of this study was to evaluate about the impact of language proficiency on reading comprehension skills in children with ABI.
In this study, 20 children with ABI were evaluated for their reading comprehension abilities and language proficiency using an Informal Reading Inventory, Test of Early Language Development-Third Edition (TELD-3), Categories of Auditory Performance-II (CAP-II), and Speech Intelligibility Rating (SIR). Three distinct aspects of reading comprehension were assessed and analyzed to provide a composite score for reading comprehension abilities. TELD-3, which measures receptive and expressive language proficiency, was presented through spoken language.
Studies have shown that there was a relationship between language proficiency and reading comprehension in children with ABI. In the present study, it was determined that the total scores of reading comprehension skills of the children who had poor language proficiency and enrolled in the school for the deaf were also low. The children use short, basic sentences, often repeat words and phrases, and have a restricted vocabulary. In addition, the children had difficulty reading characters and detailed paragraphs and could not remember events in a logical order.
Children with ABI may potentially have complicated reading comprehension abilities due to lack of access to all the speech formants needed to develop spoken language. In addition, variables affecting the reading levels of children with ABI include factors such as age at implantation, duration of implant use, presence of additional disability, communication model, and access to auditory rehabilitation. The reading comprehension skills of ABI users were evaluated in this study for the first time in the literature and may constitute a starting point for the examination of variables affecting reading comprehension in this area.
在生命的头3年里一直使用听觉脑干植入物（ABI）的幼儿的听觉表现和语言能力很难预测。ABI使用者由于语言能力延迟和阅读理解能力的获得而面临挑战，即使ABI技术提供了增强口语发展的听觉体验。本研究的目的是评估语言能力对ABI儿童阅读理解技能的影响。
在本研究中，使用非正式阅读测验、早期语言发展测试第三版（TELD-3）、听觉表现类别-II（CAP-II）和言语可懂度评分（SIR）对20名ABI儿童的阅读理解能力和语言能力进行评估。对阅读理解的三个不同方面进行评估和分析，以提供阅读理解能力的综合分数。通过口语呈现测量接受性和表达性语言能力的TELD-3。
研究表明，ABI儿童的语言能力与阅读理解之间存在关联。在本研究中，确定语言能力差且就读于聋校的儿童的阅读理解技能总分也较低。这些儿童使用简短、基本的句子，经常重复单词和短语，词汇量有限。此外，这些儿童在阅读文字和详细段落时存在困难，无法按逻辑顺序记住事件。
由于无法获得发展口语所需的所有语音共振峰，ABI儿童可能具有复杂的阅读理解能力。此外，影响ABI儿童阅读水平的变量包括植入时的年龄、植入物使用时间、是否存在其他残疾、沟通模式以及获得听觉康复的机会等因素。本研究首次在文献中对ABI使用者的阅读理解技能进行了评估，可能为该领域影响阅读理解的变量研究提供一个起点。
