Listening comprehension in profoundly deaf children with cochlear implants: the role of auditory perception and foundational linguistic and cognitive skills.
Auditory attention
Cochlear implant
Deaf children
Listening comprehension
Journal
European archives of oto-rhino-laryngology : official journal of the European Federation of Oto-Rhino-Laryngological Societies (EUFOS) : affiliated with the German Society for Oto-Rhino-Laryngology - Head and Neck Surgery
ISSN: 1434-4726
Titre abrégé: Eur Arch Otorhinolaryngol
Pays: Germany
ID NLM: 9002937
Informations de publication
Date de publication:
Aug 2022
Aug 2022
Historique:
received:
19
06
2021
accepted:
25
10
2021
pubmed:
14
1
2022
medline:
7
7
2022
entrez:
13
1
2022
Statut:
ppublish
Résumé
The aim of the study was to investigate the listening comprehension (LC) skills in deaf and hard of hearing children (DHH) using cochlear implants (CI). Besides, personal and audiological variables that could influence the levels of competence reached were analyzed. Thirty-four children using CI were enrolled. LC skills were assessed through the standardized Italian test "Comprensione Orale-Test e Trattamento" (CO-TT). A univariate analysis was conducted to compare LC with gender, listening mode (unilateral or bilateral), maternal level of education and family income. A bivariate analysis was performed to search possible connections between children's performances and their individual characteristics, audiological conditions, and language levels. Finally, a multivariate analysis was performed using a stepwise hierarchical linear regression model which included all variables whose p value resulted ≤ 0.05. Twenty-one children using CI (61.8%) showed adequate performances in terms of chronological age, while 13 (38.2%) showed difficulties in LC. Maternal level of education, age at diagnosis and non-verbal cognitive level accounted for 43% of the observed variance. Auditory attention skills explained an additional 15% of variance. Morphosyntactic comprehension added a further 12% of variance. CI can really help many DHH children to reach adequate LC skills, but in some cases difficulties remain. Factors influencing LC need to be early investigated and considered when planning an appropriate rehabilitative intervention.
Identifiants
pubmed: 35022862
doi: 10.1007/s00405-021-07156-y
pii: 10.1007/s00405-021-07156-y
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
3917-3928Informations de copyright
© 2021. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.
Références
Renukadevi D (2014) The role of listening in language acquisition; the challenges & strategies in teaching listening. Int J Educ Inform Stud 4(1): 59–63. ISSN 2277-3169. www.ripublication.com/ijeisv1n1/ijeisv4n1_13.pdf
Jalongo MR (2010) Listening in early childhood: an interdisciplinary review of the literature. Int J Listening 24:1–18. https://doi.org/10.1080/10904010903466279
doi: 10.1080/10904010903466279
Kendeou P, van den Broek P, White MJ, Lynch JS (2009) Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. J Educ Psychol 101:765–778. https://doi.org/10.1037/a0015956
doi: 10.1037/a0015956
Kintsch W (1988) The role of knowledge in discourse comprehension: a construction-integration model. Psychol Rev 95:163–182. https://doi.org/10.1037/0033-295X.95.2.163
doi: 10.1037/0033-295X.95.2.163
pubmed: 3375398
Kim YS, Pilcher H (2016) What is listening comprehension and what does it take to improve listening comprehension? In: Schiff R, Joshi R (eds) Interventions in learning disabilities: a handbook on systematic training programs for individuals with learning disabilities. Springer, Berlin, pp 159–173
doi: 10.1007/978-3-319-31235-4_10
Bailey PJ, Snowling MJ (2002) Auditory processing and the development of language and literacy. Br Med Bull 63:135–146. https://doi.org/10.1093/bmb/63.1.135
doi: 10.1093/bmb/63.1.135
pubmed: 12324389
Tompkins V, Guo Y, Justice LM (2013) Inference generation, story comprehension, and language in the preschool years. Read Writ 26:403–429. https://doi.org/10.1007/s11145-012-9374-7
doi: 10.1007/s11145-012-9374-7
Pizzioli F, Schelstraete MA (2013) Real-time sentence processing in children with specific language impairment: the contribution of lexicosemantic, grammatical, and world-knowledge information. Appl Psycholinguist 34:181–210. https://doi.org/10.1017/S014271641100066X
doi: 10.1017/S014271641100066X
Baddeley AD, Eysenck MW, Anderson MC (2009) Memory. Psychology Press, East Sussex
Daneman M, Merikle PM (1996) Working memory and language comprehension: a meta-analysis. Psychon Bull Rev 3:422–433. https://doi.org/10.3758/BF03214546
doi: 10.3758/BF03214546
pubmed: 24213976
Toro JM, Sinnett S, Soto-Faraco S (2011) Generalizing linguistic structures under high attention demands. J Exp Psychol Learn Mem Cogn 37:493–501. https://doi.org/10.1037/a0022056
doi: 10.1037/a0022056
pubmed: 21261426
Martines F, Martines E, Ballacchino A, Salvago P (2013) Speech perception outcomes after cochlear implantation in prelingually deaf infants: the Western Sicily experience. Int J Pediatr Otorhinolaryngol 77:707–713. https://doi.org/10.1016/j.ijporl.2013.01.023
doi: 10.1016/j.ijporl.2013.01.023
pubmed: 23428387
Caldwell A, Nittrouer S (2013) Speech perception in noise by children with cochlear implants. J Speech Lang Hear Res 56:13–30. https://doi.org/10.1044/1092-4388(2012/11-0338)
doi: 10.1044/1092-4388(2012/11-0338)
pubmed: 22744138
Peelle JE (2018) Listening effort: how the cognitive consequences of acoustic challenge are reflected in brain and behavior. Ear Hear 39:204–214. https://doi.org/10.1097/AUD.0000000000000494
doi: 10.1097/AUD.0000000000000494
pubmed: 28938250
pmcid: 5821557
Cole EB, Flexer C (2016) Children with hearing loss: developing listening and talking, birth to six, 3rd edn. Plural Publishing, San Diego
Geers AE, Nicholas JG (2013) Enduring advantages of early cochlear implantation for spoken language development. J Speech Lang Hear Res 56:643–655. https://doi.org/10.1044/1092-4388(2012/11-0347)
doi: 10.1044/1092-4388(2012/11-0347)
pubmed: 23275406
AuBuchon AM, Pisoni DB, Kronenberger WG (2019) Evaluating pediatric cochlear implant users’ encoding, storage, and retrieval strategies in verbal working memory. J Speech Lang Hear Res 62:1016–1032. https://doi.org/10.1044/2018_JSLHR-H-18-0201
doi: 10.1044/2018_JSLHR-H-18-0201
pubmed: 30986139
pmcid: 6802891
Sanei N, Mohammadkhani G, Motasaddi Zarandy M, Jalaie S (2018) Comparison of sustained auditory attention between children with cochlear implant and normal children. Audit Vestib Res 27:38–44
Misurelli SM, Goupell MJ, Burg A, E, Jocewicz R, Kan A, Litovsky RY, (2020) Auditory attention and spatial unmasking in children with cochlear implants. Trends Hear. https://doi.org/10.1177/2331216520946983
doi: 10.1177/2331216520946983
pubmed: 32812515
pmcid: 7446264
Geers AE, Sedey AL (2011) Language and verbal reasoning skills in adolescents with 10 or more years of cochlear implant experience. Ear Hear 32:39S-48S. https://doi.org/10.1097/AUD.0b013e3181fa41dc
doi: 10.1097/AUD.0b013e3181fa41dc
pubmed: 21832889
pmcid: 3157037
Bell N, Angwin AJ, Wilson WJ, Arnott WL (2019) Reading development in children with cochlear implants who communicate via spoken language: a psycholinguistic investigation. J Speech Lang Hear Res 62:456–469. https://doi.org/10.1044/2018_JSLHR-H-17-0469
doi: 10.1044/2018_JSLHR-H-17-0469
pubmed: 30950686
Raven J (2003) Raven Progressive Matrices. In: McCallum RS (ed) Handbook of Nonverbal Assessment. Springer, Berlin, pp 223–237
Cutugno F, Prosser S, Turrini M (2000) Audiometria vocale. GN ReSound, Itay
Madell JR, Flexer C, Wolfe J, Schafer EC (2019) Pediatric audiology. Thieme Medical Publishers, New York
doi: 10.1055/b-006-149649
Gilmour L (2010) The inter-rater reliability of categories of auditory performance-II (CAP)-II (Masters Thesis). Institute of Sound and Vibration Research, University of Southampton
Bertelli B, Bilancia G (2006) Batterie per la Valutazione dell'Attenzione Uditiva e della Memoria di Lavoro Fonologica nell'Età Evolutiva-VAUMeLF. Giunti Psychometric Edition, Florence
Dunn LM, Dunn LM (1981) Peabody picture vocabulary test-revised. American Guidance Service
Bishop DVM (2009) TROG-2: Test for Reception of Grammar—Version 2. In: Suraniti S, Ferri R. Neri V (eds) Italian adaptation, Giunti Psychometric Edition, Florence
Carretti B, Cornoldi C, Caldarola N, Tencati N (2013a) Test CO-TT: Comprensione Orale—Test e Trattamento, scuola primaria. Edizione Erickson, Trento
Carretti B, Cornoldi C, Caldarola N, Tencati N (2013b) Test CO-TT: Comprensione Orale—Test e Trattamento, scuola secondaria di primo grado. Edizione Erickson, Trento
Hosmer DW, Lemeshow S (2013) Applied logistic regression. Wiley, New York
doi: 10.1002/9781118548387
Keenan JM, Hua AN, Meenan CE, Pennington BF, Willcutt E, Olson RK (2014) Issues in identifying poor comprehenders. Annee Psychol 114:753–777. https://doi.org/10.4074/S0003503314004072
doi: 10.4074/S0003503314004072
pubmed: 25937640
Edwards L, Anderson S (2014) The association between visual, nonverbal cognitive abilities and speech, phonological processing, vocabulary and reading outcomes in children with cochlear implants. Ear Hear 35:366–374. https://doi.org/10.1097/AUD.0000000000000012
doi: 10.1097/AUD.0000000000000012
pubmed: 24496292
Pixner S, Leyrer M, Moeller K (2014) Number processing and arithmetic skills in children with cochlear implants. Front Psychol 5:1479. https://doi.org/10.3389/fpsyg.2014.01479
doi: 10.3389/fpsyg.2014.01479
pubmed: 25566152
pmcid: 4267190
Gordon KA, Wong DDE, Valero J, Jewell SF, Yoo P, Papsin BC (2011) Use it or lose it? Lessons learned from the developing brains of children who are deaf and use cochlear implants to hear. Brain Topogr 24:204–219. https://doi.org/10.1007/s10548-011-0181-2
doi: 10.1007/s10548-011-0181-2
pubmed: 21479928
Pisoni DB, Kronenberger WG, Roman AS, Geers AE (2011) Measure of digit span and verbal rehearsal speed in deaf children after more than 10 years of cochlear implantation. Ear Hear 32:60S-74S. https://doi.org/10.1097/AUD.0b013e3181ffd58e
doi: 10.1097/AUD.0b013e3181ffd58e
pubmed: 21832890
pmcid: 3080130
Daza MT, Phillips-Silver J, Ruiz-Cuadra Mdel M, López-López F (2014) Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children. Res Dev Disabil 35:3526–3533. https://doi.org/10.1016/j.ridd.2014.08.030
doi: 10.1016/j.ridd.2014.08.030
pubmed: 25240218
Geers AE, Nicholas JG, Sedey AL (2003) Language skills of children with early cochlear implantation. Ear Hear 24:46S-58S. https://doi.org/10.1097/01.AUD.0000051689.57380.1B
doi: 10.1097/01.AUD.0000051689.57380.1B
pubmed: 12612480
Cupples L, Ching TY, Crowe K, Day J, Seeto M (2014) Predictors of early reading skill in 5-year-old children with hearing loss who use spoken language. Read Res Q 49:85–104. https://doi.org/10.1002/rrq.60
doi: 10.1002/rrq.60
pubmed: 24563553
pmcid: 3929591
Hoff E (2003) The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Dev 74:1368–1378. https://doi.org/10.1111/1467-8624.00612
doi: 10.1111/1467-8624.00612
pubmed: 14552403
Engle RW, Kane MJ (2004) Executive attention, working memory capacity, and a two-factor theory of cognitive control. In: Ross B (ed) The psychology of learning and motivation. Elsevier, Amsterdam
Massonnié J, Rogers CJ, Mareschal D, Kirkham NZ (2019) Is Classroom noise always bad for children? The contribution of age and selective attention to creative performance in noise. Front Psychol 10:381. https://doi.org/10.3389/fpsyg.2019.00381
doi: 10.3389/fpsyg.2019.00381
pubmed: 30863348
pmcid: 6399383
Nittrouer S, Caldwell-Tarr A, Low KE, Lowenstein JH (2017) Verbal working memory in children with cochlear implants. J Speech Lang Hear Res 60:3342–3364. https://doi.org/10.1044/2017_JSLHR-H-16-0474
doi: 10.1044/2017_JSLHR-H-16-0474
pubmed: 29075747
pmcid: 5945083
Pooresmaeil E, Mohamadi R, Ghorbani A, Kamali M (2019) The relationship between comprehension of syntax and reading comprehension in cochlear implanted and hearing children. Int J Pediatr Otorhinolaryngol 121:114–119. https://doi.org/10.1016/j.ijporl.2019.03.004
doi: 10.1016/j.ijporl.2019.03.004
pubmed: 30878557
Hogan TP, Adlof SM, Alonzo CN (2014) On the importance of listening comprehension. Int J Speech Lang Pathol 16:199–207. https://doi.org/10.3109/17549507.2014.904441
doi: 10.3109/17549507.2014.904441
pubmed: 24833426
pmcid: 4681499
Stevens C, Fanning J, Coch D, Sanders L, Neville H (2008) Neural mechanisms of selective auditory attention are enhanced by computerized training: electrophysiological evidence from language-impaired and typically developing children. Brain Res 1205:55–69. https://doi.org/10.1016/j.brainres.2007.10.108
doi: 10.1016/j.brainres.2007.10.108
pubmed: 18353284
pmcid: 2426951
Mehrkian S, Bayat Z, Javanbakht M, Emamdjomeh H, Bakhshi E (2019) Effect of wireless remote microphone application on speech discrimination in noise in children with cochlear implants. Int J Pediatr Otorhinolaryngol 125:192–195
doi: 10.1016/j.ijporl.2019.07.007
Phillips BM (2014) Promotion of syntactical development and oral comprehension: development and initial evaluation of a small-group intervention. Child Lang Teach Ther 30:63–77. https://doi.org/10.1177/0265659013487742
doi: 10.1177/0265659013487742