Davidson Lisa S, Geers Ann E, Uchanski Rosalie M
Department of Otolaryngology, Washington University School of Medicine in St. Louis, St. Louis, MO, USA.
School of Behavioral and Brain Sciences, The University of Texas at Dallas, Dallas, TX, USA.
Cochlear Implants Int. 2025 Mar;26(2):120-129. doi: 10.1080/14670100.2025.2507477. Epub 2025 May 30.
To examine reading skills of adolescents who use cochlear implants (CIs) and who were implanted early. Three questions are asked: (1) Do these pediatric CI recipients read at age-appropriate levels at adolescence, as they had done at elementary-ages (Grantham et al. [2022]. Effects of segmental and suprasegmental speech perception on reading in pediatric cochlear implant recipients. , (9), 3583-3594. https://doi.org/10.1044/2022_JSLHR-22-00035 )? (2) Are the previously documented effects of early segmental and suprasegmental speech perception on elementary-age reading skills obtained for adolescent reading skills? (3) Do the effects on adolescent reading differ for early speech perception versus elementary-age speech perception?
Eighty-six orally educated children with a mean age of CI of 2 years completed a standardized reading comprehension test at elementary ages (7-11 years) and at adolescent ages (11-16 years). They completed speech perception tests when they were 5-9 years old (early) and again at 7-11 years of age (elementary-age). Reading comprehension scores from elementary and adolescent ages were compared, and the effects of early and elementary-age speech perception on adolescent reading were examined.
The mean reading passage comprehension standard score was within the normative range for typically hearing age-mates at both elementary-age and adolescent testing. Early suprasegmental speech perception was the only significant speech perception predictor of adolescent reading skills, after controlling for demographic and audiological variables.
These data bolster the recent literature reporting good reading skills, on average, for children who received early CIs and highlight the long-term benefits of good early suprasegmental speech perception skills. Both segmental and suprasegmental perception should be included in audiological candidacy criteria and educational intervention for children with CIs.
研究早期接受人工耳蜗植入（CI）的青少年的阅读技能。提出了三个问题：（1）这些接受儿科人工耳蜗植入的儿童在青少年时期的阅读水平是否与他们在小学阶段时相当（格兰瑟姆等人[2022年]。分段和超分段语音感知对儿科人工耳蜗植入接受者阅读的影响。，（9），3583 - 3594。https://doi.org/10.1044/2022_JSLHR - 22 - 00035）？（2）早期分段和超分段语音感知对小学阶段阅读技能的影响是否也适用于青少年阅读技能？（3）早期语音感知与小学阶段语音感知对青少年阅读的影响是否不同？
86名平均人工耳蜗植入年龄为2岁的接受口语教育的儿童在小学阶段（7 - 11岁）和青少年阶段（11 - 16岁）完成了一项标准化阅读理解测试。他们在5 - 9岁（早期）和7 - 11岁（小学阶段）时分别完成了语音感知测试。比较了小学阶段和青少年阶段的阅读理解分数，并研究了早期和小学阶段语音感知对青少年阅读的影响。
在小学阶段和青少年测试中，平均阅读段落理解标准分数均在正常听力同龄人规范范围内。在控制了人口统计学和听力学变量后，早期超分段语音感知是青少年阅读技能的唯一显著语音感知预测指标。
这些数据支持了最近的文献报道，即平均而言，早期接受人工耳蜗植入的儿童阅读技能良好，并突出了良好的早期超分段语音感知技能的长期益处。人工耳蜗植入儿童的听力学候选标准和教育干预应包括分段和超分段感知。
