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Reading Fluency and Orthographic Learning in Swedish Children with CI
Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Humans and technology. Linnaeus Centre HEAD, Linköping University, Linköping, Sweden.ORCID iD: 0000-0001-7360-4858
Department of CLINTEC, Karolinska Institutet, Sweden. Department of Special Needs Education, University of Oslo, Norway .
Department of CLINTEC, Karolinska Institutet, Sweden. Function Area Social Work in Health, Karolinska University Hospital, Sweden .
Department of CLINTEC, Karolinska Institutet, Sweden.
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2017 (English)In: Abstract book: Fourth International Conference on Cognitive Hearing Science for Communication 18–21 June 2017 Linköping, Sweden, Linköping University , 2017, p. 196-196, article id 75Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The present study examined reading fluency and orthographic learning in 40 children with cochlear implants. Their age range was 6;0-10;11.The children were implanted with their (first) CI at 24 months on average and thirty-four of them were bilaterally implanted. Sixty to 70 percent of the children with CI had reading skills at or above the 45th percentile on the measures of orthographic and phonological word reading fluency. Speech perception in silence was moderately associated with both reading fluency and orthographic learning. Hierarchical regression analyses showed that phonological decoding was a strong predictor of orthographic learning after age and non-verbal skills were accounted for. Receptive vocabulary, verbal fluency and verbal-verbal paired-associate learning predicted additional variance in orthographic learning after phonological decoding was controlled for.

Phoneme awareness was the strongest predictor of both orthographic- and phonological- and decoding fluency after age and nonverbal skills were controlled. Age at implantation was not a significant predictor of any of the measures of readingor orthographic learning.

These results resemble the pattern typically found in normal hearing children and suggests that phonemic awareness and phonological decoding are crucial for orthographic learning and reading fluency in children with CI.

Place, publisher, year, edition, pages
Linköping University , 2017. p. 196-196, article id 75
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Engineering Psychology
Identifiers
URN: urn:nbn:se:ltu:diva-71438OAI: oai:DiVA.org:ltu-71438DiVA, id: diva2:1260855
Conference
4th International Conference on Cognitive Hearing Science for Communication, 18-21 June, 2017, Linköping, Sweden
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2020-10-19Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
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  • de-DE
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Output format
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