A descriptive study of language and literacy skills of early school-aged children with unilateral and mild to moderate bilateral hearing loss

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Flora G. Nassrallah, E. Fitzpatrick, J. Whittingham, Huidan Sun, Eunjung Na, V. Grandpierre
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引用次数: 11

Abstract

ABSTRACT According to population-based prevalence data, more than 40% of children diagnosed with a hearing impairment have a mild to moderate bilateral or unilateral hearing loss. Prior to newborn hearing screening, these degrees of loss were not identified until early school-age. While studies highlight the challenges of late-identified children with such a loss, little is known about the effects of early identification. This descriptive study explored the impact of mild to moderate bilateral and unilateral hearing loss on children in the early school years. Thirty-two children (aged 5–9 years) were evaluated cross-sectionally with a battery of tests to measure speech-language, phonology, and components of literacy skills. Parents also completed a questionnaire on functional auditory skills. Most outcomes were within the range of expected scores for children with typical hearing. In most cases, however, parent-reported functional auditory skills were lower than published norms. Some phonological processing skills were also below the average expected for children with typical hearing. In particular, 46.4% of children were below one standard deviation of the normative mean on the phonological memory score. Subgroup comparisons between children with unilateral (n = 17) and bilateral (n = 15) hearing loss showed no difference on all outcomes (p > 0.05). While scores should be interpreted with caution given the small sample size, findings reinforce the need for additional research on children with mild to moderate bilateral and unilateral hearing loss who benefit from early identification.
单侧和轻度至中度双侧听力损失的早期学龄儿童语言和识字技能的描述性研究
根据基于人群的患病率数据,超过40%的被诊断为听力障碍的儿童患有轻度至中度的双侧或单侧听力损失。在新生儿听力筛查之前,这些听力损失的程度直到学龄早期才被确定。虽然研究强调了晚期发现的患有这种疾病的儿童所面临的挑战,但人们对早期发现的影响知之甚少。这项描述性研究探讨了轻度至中度双侧和单侧听力损失对早期学龄期儿童的影响。对32名儿童(5-9岁)进行了横断面评估,采用一系列测试来测量语言、语音和识字技能的组成部分。家长们还完成了一份关于功能性听觉技能的问卷。大多数结果都在听力正常儿童的预期得分范围内。然而,在大多数情况下,父母报告的功能性听觉技能低于公布的标准。一些语音处理技能也低于正常听力儿童的平均水平。特别是,46.4%的儿童在语音记忆得分上低于标准平均值的一个标准差。单侧听力损失患儿(n = 17)与双侧听力损失患儿(n = 15)的亚组比较,各项结果均无差异(p > 0.05)。鉴于样本量小,评分应谨慎解释,研究结果强调需要对轻度至中度双侧和单侧听力损失儿童进行进一步研究,这些儿童从早期识别中受益。
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来源期刊
Deafness & Education International
Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
7.10%
发文量
14
期刊介绍: Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.
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