Vieu A, Mondain M, Blanchard K, Sillon M, Reuillard-Artieres F, Tobey E, Uziel A, Piron J P
Centre d'Implantation Cochléaire, Hôpital Saint Charles, CHU de Montpellier, France.
Int J Pediatr Otorhinolaryngol. 1998 Jun 1;44(1):15-22. doi: 10.1016/s0165-5876(98)00031-7.
The purpose of this study was to examine the speech production in French profoundly hearing impaired children, focusing on word intelligibility, sentences syntax, and sentence pattern stages, by incorporating direct comparisons between speech production skills and communication modes in the same children.
The design of the study incorporated a within-subject, repeated measures design for assessing speech production intelligibility and syntax.
Montpellier Pediatric Cochlear Implant Center.
Twelve prelingually deafened French children who received a Nucleus multichannel cochlear implant (mean age at the time of implantation was 7 years 2 months) served as subjects for the speech production assessment.
Speech production intelligibility, syntax, and sentence pattern stages were assessed at 1, 2 and 3 years postimplant. Speech production skills were related to the communication mode of the children (auditory-oral, four children; cued-speech, four children; sign-language, four children).
Scores on word intelligibility steadily improved with increased experience with the implant, ranging from 18% before implantation to 54.5% at 36 months postimplantation in the overall population. The highest scores were found in the cued-speech group with an averaged score of 66.8% at 36 months postimplant. The number of syntactic elements increased over time with implant experience. Children receiving cued-speech education had higher scores by 3 years postimplantation than children receiving either auditory-oral or sign-language modes of communication. Language level (sentence pattern stages) also improved with increased experience with the device. By 3 years postimplantation, children receiving auditory-oral or cued-speech instruction were able to produce sentences; however, the sign-language children failed to do so at a rate comparable to the other children. Language level was significantly higher in the oralist or cued-speech educated children than in the sign-language group.
Speech production skills improved with increased experience using a cochlear implant. Word intelligibility, syntactic structure of sentences, sentence pattern stages improved gradually over time. Production skills were greater in the cued-speech educated children group than in the auditory oral or sign-language groups. Statistically better sentence pattern stages were found in the auditory oral and sign-language groups.
本研究旨在通过对同一批儿童的言语产生技能与沟通模式进行直接比较，考察法国极重度听力受损儿童的言语产生情况，重点关注单词可懂度、句子句法和句型阶段。
本研究采用受试者内重复测量设计，以评估言语产生的可懂度和句法。
蒙彼利埃儿科人工耳蜗植入中心。
12名植入Nucleus多通道人工耳蜗的先天性耳聋法国儿童（植入时平均年龄为7岁2个月）作为言语产生评估的受试者。
在植入后1年、2年和3年评估言语产生的可懂度、句法和句型阶段。言语产生技能与儿童的沟通模式相关（听觉口语模式，4名儿童；提示语模式，4名儿童；手语模式，4名儿童）。
随着植入经验的增加，单词可懂度得分稳步提高，总体人群中，植入前为18%，植入后36个月为54.5%。提示语组得分最高，植入后36个月平均得分为66.8%。随着植入经验的增加，句法元素的数量随时间增加。接受提示语教育的儿童在植入后3年的得分高于接受听觉口语或手语沟通模式的儿童。语言水平（句型阶段）也随着设备使用经验的增加而提高。植入后3年，接受听觉口语或提示语教学的儿童能够造出句子；然而，手语组儿童的造句能力未能达到与其他儿童相当的水平。接受口语或提示语教育的儿童的语言水平明显高于手语组。
随着人工耳蜗使用经验的增加，言语产生技能得到改善。单词可懂度、句子的句法结构、句型阶段随时间逐渐改善。接受提示语教育的儿童组的言语产生技能高于听觉口语组或手语组。在听觉口语组和手语组中，从统计学上看句型阶段更好。
