Reading Comprehension and Working Memory Capacity in Children with Hearing Loss and Cochlear Implants or Hearing Aids
(2015) In Volta Review Volume 115(1)(Spring/Summer 2015). p.36-65- Abstract
- Reading comprehension and three aspects of working memory—general,
visuospatial and phonological—was assessed in 41 children with hearing
loss: 23 with cochlear implants and 18 with hearing aids. Performance on
these tests was compared between the two groups of children with hearing
loss and also related to that of 55 children with typical hearing. All children
were between 6 and 14 years of age.
The children with hearing aids performed significantly more poorly
on the reading comprehension test than the children with typical hearing
but this difference was not significant between the children with cochlear
implants and the children with typical hearing. In... (More) - Reading comprehension and three aspects of working memory—general,
visuospatial and phonological—was assessed in 41 children with hearing
loss: 23 with cochlear implants and 18 with hearing aids. Performance on
these tests was compared between the two groups of children with hearing
loss and also related to that of 55 children with typical hearing. All children
were between 6 and 14 years of age.
The children with hearing aids performed significantly more poorly
on the reading comprehension test than the children with typical hearing
but this difference was not significant between the children with cochlear
implants and the children with typical hearing. In the group of children with
cochlear implants, the results from the reading test and the results from all
three working memory tests correlated significantly, whereas in the group
of children with hearing aids there was no correlation between the reading
test and the visual working memory test. The reading test results from the
children with typical hearing correlated significantly with the results from the
phonological working memory test but not with the other working memory
tests. The authors concluded that the children with cochlear implants might
have developed orthographic decoding earlier than the children with hearing
aids due to their more profound hearing loss. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/5464682
- author
- Asker-Árnason, Lena LU ; Wass, Malin ; Gustafsson, Fredrik and Sahlén, Birgitta LU
- organization
- publishing date
- 2015
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Hearing loss, cochlear implants, hearing aids, working memory, reading comprehension
- in
- Volta Review
- volume
- Volume 115(1)
- issue
- Spring/Summer 2015
- pages
- 36 - 65
- publisher
- Alexander Graham Bell Assoc For The Deaf
- external identifiers
-
- scopus:85007186283
- ISSN
- 0042-8639
- language
- English
- LU publication?
- yes
- id
- 0bdea654-458c-4ddb-854d-f3b852f043a6 (old id 5464682)
- date added to LUP
- 2016-04-04 07:23:44
- date last changed
- 2022-04-23 08:13:09
@article{0bdea654-458c-4ddb-854d-f3b852f043a6,
abstract = {{Reading comprehension and three aspects of working memory—general,<br/><br>
visuospatial and phonological—was assessed in 41 children with hearing<br/><br>
loss: 23 with cochlear implants and 18 with hearing aids. Performance on<br/><br>
these tests was compared between the two groups of children with hearing<br/><br>
loss and also related to that of 55 children with typical hearing. All children<br/><br>
were between 6 and 14 years of age.<br/><br>
The children with hearing aids performed significantly more poorly<br/><br>
on the reading comprehension test than the children with typical hearing<br/><br>
but this difference was not significant between the children with cochlear<br/><br>
implants and the children with typical hearing. In the group of children with<br/><br>
cochlear implants, the results from the reading test and the results from all<br/><br>
three working memory tests correlated significantly, whereas in the group<br/><br>
of children with hearing aids there was no correlation between the reading<br/><br>
test and the visual working memory test. The reading test results from the<br/><br>
children with typical hearing correlated significantly with the results from the<br/><br>
phonological working memory test but not with the other working memory<br/><br>
tests. The authors concluded that the children with cochlear implants might<br/><br>
have developed orthographic decoding earlier than the children with hearing<br/><br>
aids due to their more profound hearing loss.}},
author = {{Asker-Árnason, Lena and Wass, Malin and Gustafsson, Fredrik and Sahlén, Birgitta}},
issn = {{0042-8639}},
keywords = {{Hearing loss; cochlear implants; hearing aids; working memory; reading comprehension}},
language = {{eng}},
number = {{Spring/Summer 2015}},
pages = {{36--65}},
publisher = {{Alexander Graham Bell Assoc For The Deaf}},
series = {{Volta Review}},
title = {{Reading Comprehension and Working Memory Capacity in Children with Hearing Loss and Cochlear Implants or Hearing Aids}},
volume = {{Volume 115(1)}},
year = {{2015}},
}