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At least 901 records · Page 50Linked to original sources
PubMed2004

Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants.

Children with profound deafness are at risk for serious reading difficulties. Multiple factors affect their development of reading skills, including use of cochlear implants. Further, multiple factors influence the overall success that children experience with their cochlear implants. These factors include the age at which they receive an implant, method of communication, vocabulary skills, preoperative residual hearing, and socioeconomic status. Ninety-one children with prelingual and profound hearing impairments who received cochlear implants at varying ages participated in the study. Structural equation modeling confirmed that multiple factors affected young cochlear implant users' reading comprehension skills and that there were significant associations between the predictors of reading comprehension. Pre-implant vocabulary had an indirect positive effect on reading through postimplant vocabulary, which had a direct positive effect on reading. Overall, children with stronger language skills demonstrated stronger reading outcomes. Age at implantation both directly and indirectly, through postimplant vocabulary, affected reading outcomes, and the total effect was large. Children who were younger when they received their implants tended to have higher reading comprehension scores. Socioeconomic status negatively affected reading. Children who used total communication prior to implantation tended to have stronger pre-implant vocabulary scores, but the total effect of pre-implant communication method on children's reading skills was negligible. Research and educational implications are discussed.

Chi-Square Distribution↗
PubMed1983

Gestural communication in deaf children: noneffect of parental input on language development.

Young deaf children who were unable to acquire oral language naturally and who had not been exposed to a conventional manual language were found to use spontaneously a gesture system that has some of the structural characteristics of early child language. The structural aspects of this gesture system appeared to be neither modeled for the child by the gestures of an adult nor shaped by the responses of an adult. These findings suggest that the child may contribute to structural aspects of the system.

Child Language↗
PubMed1994

Peer-directed communicative interactions of augmented language learners with mental retardation.

Naturally occurring peer-directed communicative interactions of 13 youth with mental retardation and little or no functional speech who used the System for Augmenting Language (SAL) as their primary means of communication were described. Findings suggest that this system was an integral component of both successful and effective conversations and may be one important means of enhancing social interactions with peer communicative partners who have and do not have mental retardation.

Adolescent↗
PubMed1982

[Crossed aphasia in right-handed patients. II. Neuropsychological and neurolinguistic study of a case. Evolution over a 2 year period].

We present an unusual case of crossed aphasia in a doctor who is totally right handed, following an infarction which almost completely destroyed his right hemisphere. The observations--linguistic and extra linguistic--during a study over two years are presented. The aphasia evolved in three stages, taking semiological and evolutive aspects not commonly met with. In speech and writing there were: 1. an oral agrammatism and a written dyssyntaxia in the initial stage; 2. the evolution of a non-fluent speech typically agrammatic leading to a jargonaphasia; 3. a dissociation between oral and written language, characterised by phonemic paraphasias in speech and dyssyntaxia in writing. Comprehension was good except for a verbal class called "empty signs" of language, in which the lexic which refers to the notion of space and time has a primary role. On an extra linguistic level some of the usual signs of right hemisphere lesions were present indicating disturbances of a spatial type. The patient could no longer grasp the concept of numerical value and showed severe difficulties in relation to time. On a linguistic level, the discussion is first considered from a typological point of view; this allows to compare our patient's disorders with a Broca's then with a conduction aphasia, Secondly, the discussion is considered from a semiological point of view, taking into consideration the 10 selected cases in the literature and adding our own; a semiological formula of crossed aphasia is given: agrammatism and/or dyssyntaxia + phonemic paraphasia and/or dysorthographia. A suggestion concerning the role of each hemisphere in the language of our patient is proposed: the possible role played by a congenital deafness in the right ear (discovered in the patient at the age of 8) to explain this abnormal hemispherical functional specialisation is discussed. Original comprehension difficulties concerning the time-space lexic are replaced by a perspective of a cognitive type. We conclude that in our patient, there was a "breakdown" of time and space which comes close to the "indifferenciation" of spatial order and time which Piaget has described in children.

Aphasia↗
PubMedDate not supplied

Relations between maternal input and theory of mind understanding in deaf children.

This study investigates the relationship between theory of mind (ToM) skills in deaf children and input from their hearing mothers. Twenty-two hearing mothers and their deaf children (ages 4-10 years) participated in tasks designed to elicit talk about the mind. The mothers' mental state talk was compared with that of 26 mothers with hearing children (ages 4-6 years). The frequency of mothers' mental talk was correlated with deaf children's performance on ToM tasks, after controlling for effects of child language and age. Maternal sign proficiency was correlated with child language, false belief, and mothers' talk about the mind. Findings are discussed in relation to experiential accounts of ToM development and roles of maternal talk in children's social understanding.

Child↗
PubMed2003

Interactions of language and cognition in deaf learners: from research to practice.

It is well established that deaf children begin school lagging in general language skills relative to hearing peers, and that deaf and hearing students differ with regard to literacy and other academic skills. These domains are typically treated separately, by different groups of researchers, with little consideration for common factors that might underlie them. It appears, however, that both of these situations might reflect differences in conceptual and content knowledge, as well as linguistic knowledge, between and among deaf and hearing learners. Such differences would clearly contribute to observed patterns of academic performance, and might have rather specific consequences for the development of language and literacy. A review of relevant research indicates interactions in concept-related language and cognitive processes among deaf learners, interactions that would be expected to influence language and literacy skills and potentially provide avenues for improvements in both.

Cognition↗
PubMedDate not supplied

[The role of child's play in the relationship between hearing mothers and deaf children].

BACKGROUND: The importance of child's play and its assessment for the therapy of deaf children. AIM: To analyze the organization of the act of playing between hearing mothers and deaf children, how it can be assessed and its relation with language acquisition. METHOD: Analysis of video recordings of six deaf children playing with their mothers in three different moments, with intervals between the recordings of 6 months each. Criteria were established for the analysis of the data. RESULTS: All of the children presented a language acquisition delay and a very poor interaction with their mothers. During one year five out of the six mothers modified their way of playing. CONCLUSION: Playing might (and should) be an efficient parameter to assess the therapy of deaf children.

Child, Preschool↗
PubMed1980

Use of common morphemes by hearing-impaired children exposed to a system of manual English.

Severely hearing-impaired children (11 boys, 9 girls), whose educational procedures included the use of Seeing Essential English (SEE) were given an experimental task designed to test their use of 8 common inflectional morphemes: plural /s/, possessive /s/, present tense singular /s/, past tense /ed/, present progressive /ing/, adjectival and adverbial /ly/, comparative /er/, and superlative /est/. Each child read 20 sentences composed of primer and first grade level words, and circled 1 of 4 word choices to fill in a missing word in each sentence. All 4 word choices had the same root. Responses were analyzed relative to chronological age, sex, degree of hearing loss, duration of exposure to SEE, reading level, and consistency of teacher usage of SEE. Performance appeared to be most dependent on sex, reading level, and teacher consistency. Although these factors were confounded, results indicate that teacher consistency in usage of SEE may be the major determiner of performance on the task.

Age Factors↗
PubMed1983

A comparison of verbal, sign, and simultaneous systems for the acquisition of receptive language by an autistic boy.

The effectiveness of verbal, sign, and simultaneous systems for the acquisition of receptive language by an autistic boy was investigated. The subject received training in all three methods by three teachers on each of 18 days. The order of methods and teachers was counterbalanced daily. The study incorporated a 27-word vocabulary composed of nouns, adjectives (colors), and verbs. The dependent variable was the number of correct responses during three daily sets of 20 assessment trials. Results suggest nonsignificant differences among the three methods. A secondary purpose was to investigate systematically the concomitant increases in subject-initiated interactions and eye contact accompanying the language training. The subject was observed during 10-min rest periods following each of the three daily language sessions; the occurrence of behaviors during timed intervals served as the dependent variables. Significant increases for subject-initiated interactions involving physical contact were observed.

Autistic Disorder↗