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Computer-assisted training of phoneme-grapheme correspondence for children who are deaf and hard of hearing: Effects on phonological processing skills
Swedish Institute for Disability Research, Linköping University, The Swedish Institute for Disability Research, Linköping and the Department of Behavioral Sciences and Learning, Linköping University.
Department of Psychology, University of Linköping, The Swedish Institute for Disability Research, Linköping and the Department of Behavioral Sciences and Learning, Linköping University.
Lund University, Linneaus Centre; Cognition, Communication and Learning, Lund University.
The Swedish Institute for Disability Research, Linköping and the Department of Behavioral Sciences and Learning, Linköping University.ORCID iD: 0000-0001-7360-4858
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2013 (English)In: International Journal of Pediatric Otorhinolaryngology, ISSN 0165-5876, E-ISSN 1872-8464, Vol. 77, no 12, p. 2049-2057Article in journal (Refereed) Published
Abstract [en]

Objective: Examine deaf and hard of hearing (DHH) children's phonological processing skills in relation to a reference group of children with normal hearing (NH) at two baselines pre intervention. Study the effects of computer-assisted phoneme-grapheme correspondence training in the children. Specifically analyze possible effects on DHH children's phonological processing skills. Methods: The study included 48 children who participated in a computer-assisted intervention study, which focuses on phoneme-grapheme correspondence. Children were 5, 6, and 7 years of age. There were 32 DHH children using cochlear implants (CI) or hearing aids (HA), or both in combination, and 16 children with NH. The study had a quasi-experimental design with three test occasions separated in time by four weeks; baseline 1 and 2 pre intervention, and 3 post intervention. Children performed tasks measuring lexical access, phonological processing, and letter knowledge. All children were asked to practice ten minutes per day at home supported by their parents. Results: NH children outperformed DHH children on the majority of tasks. All children improved their accuracy in phoneme-grapheme correspondence and output phonology as a function of the computer-assisted intervention. For the whole group of children, and specifically for children with CI, a lower initial phonological composite score was associated with a larger phonological change between baseline 2 and post intervention. Finally, 18 DHH children, whereof 11 children with CI, showed specific intervention effects on their phonological processing skills, and strong effect sizes for their improved accuracy of phoneme-grapheme correspondence. Conclusion: For some DHH children phonological processing skills are boosted relatively more by phoneme-grapheme correspondence training. This reflects the reciprocal relationship between phonological change and exposure to and manipulations of letters

Place, publisher, year, edition, pages
2013. Vol. 77, no 12, p. 2049-2057
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Engineering Psychology
Identifiers
URN: urn:nbn:se:ltu:diva-15214DOI: 10.1016/j.ijporl.2013.10.007ISI: 000328870800027PubMedID: 24210843Scopus ID: 2-s2.0-84889574680Local ID: eb669e37-c39b-4e4a-8cac-ff68f6f65d6bOAI: oai:DiVA.org:ltu-15214DiVA, id: diva2:988188
Note

Upprättat; 2013; 20160229 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2022-10-21Bibliographically approved

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