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The relationship between reading Comprehension, Working memory and language in children with cochlear implants
Lund University, Section of Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences, Lund University.
Department of Psychology, University of Linköping.ORCID iD: 0000-0001-7360-4858
Section of Logopedics, Phoniatrics and Audiology, Department of Clinical Sciences, Lund University.
Department of Psychology, University of Linköping.
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2007 (English)In: Acta Neuropsychologica, ISSN 1730-7503, E-ISSN 2084-4298, Vol. 5, no 4, p. 163-186Article in journal (Refereed) Published
Abstract [en]

Working memory, language, and reading comprehension are strongly associated in children with severe and profound hearing impairment treated by cochlear implants (CI). In this study we explore this relationship in sixteen Swedish children with CI. We found that over 60% of the children with CI performed at the level of their hearing peers in a reading comprehension test. Demographic factors were not predictive of reading comprehension, but a complex working memory task was. Reading percentile was significantly correlated to the working memory test, but no other correlations between reading and cognitive/linguistic factors remained significant after age was factored out. Individual results from a comparison of the two best and the two poorest readers corroborate group results, confirming the important role of working memory for reading as measured by comprehension of words and sentences in this group of children.

Place, publisher, year, edition, pages
2007. Vol. 5, no 4, p. 163-186
National Category
Production Engineering, Human Work Science and Ergonomics
Research subject
Engineering Psychology
Identifiers
URN: urn:nbn:se:ltu:diva-10335Local ID: 92193372-3795-4cda-844f-eb8785116b04OAI: oai:DiVA.org:ltu-10335DiVA, id: diva2:983277
Note
Upprättat; 2007; 20160121 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2017-11-24Bibliographically approved

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