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Correlates of Orthographic Learning in Swedish Children With Cochlear Implants
Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Human and technology.ORCID iD: 0000-0001-7360-4858
Department of Special Needs Education, University of Oslo, Oslo, Norway. Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Solna, Sweden.
Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Solna, Sweden. Department of Social Work in Health, Karolinska University Hospital, Stockholm, Sweden.
Department of Clinical Science, Intervention and Technology, Karolinska Institutet, Solna, Sweden. Department of Otorhinolaryngology, Karolinska University Hospital, Stockholm, Sweden .
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2019 (English)In: Frontiers in Psychology, ISSN 1664-1078, E-ISSN 1664-1078, Vol. 10, article id 143Article in journal (Refereed) Published
Abstract [en]

This study set out to explore the cognitive and linguistic correlates of orthographic learning in a group of 32 deaf and hard of hearing children with cochlear implants, to better understand the factors that affect the development of fluent reading in these children. To date, the research about the mechanisms of reading fluency and orthographic learning in this population is scarce. The children were between 6:0 and 10:11 years of age and used oral language as their primary mode of communication. They were assessed on orthographic learning, reading fluency and a range of cognitive and linguistic skills including working memory measures, word retrieval and paired associate learning. The results were analyzed in a set of correlation analyses. In line with previous findings from children with typical hearing, orthographic learning was strongly correlated with phonological decoding, receptive vocabulary, phonological skills, verbal-verbal paired-associate learning and word retrieval. The results of this study suggest that orthographic learning in children with CI is strongly dependent on similar cognitive and linguistic skills as in typically hearing peers. Efforts should thus be made to support phonological decoding skill, vocabulary, and phonological skills in this population.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2019. Vol. 10, article id 143
Keywords [en]
orthographic learning, reading fluency, deaf and hard of hearing children, cochlear implants, reading development
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Engineering Psychology
Identifiers
URN: urn:nbn:se:ltu:diva-73325DOI: 10.3389/fpsyg.2019.00143ISI: 000460018800001PubMedID: 30881321Scopus ID: 2-s2.0-85065145272OAI: oai:DiVA.org:ltu-73325DiVA, id: diva2:1299515
Note

Validerad;2019;Nivå 2;2019-03-27 (oliekm)

Available from: 2019-03-27 Created: 2019-03-27 Last updated: 2019-06-24Bibliographically approved

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