Developing a programme for training phonological awareness and assessment of its effectiveness on reading skills of elementary first graders with cochlear implant.

BACKGROUND: The current study aimed to develop a comprehensive phonological awareness intervention to train all levels of phonological awareness skills and to investigate its effect on the reading abilities of cochlear implanted children. MATERIALS AND METHODS: This study was the single-subject intervention. Phonological awareness intervention programme was developed and validated by experts' opinions. Six elementary first graders with cochlear implants and weak or delayed reading development, in 5-7-year-old range, were trained in phonological awareness skills. 'Auditory test of phonological awareness skills' was used to evaluate the subjects' phonological awareness skills. Nama reading test was also used to determine the level of reading performance. RESULTS: The results showed that all six subjects with cochlear implants had improvements of both phonological awareness skills and reading skills after participating in the phonological awareness intervention programme. This improvement was not only observed immediately after intervention but was also preserved in follow-up. CONCLUSION: The findings of this study demonstrated the importance of planning an intervention programme about phonological awareness skills for elementary first graders with cochlear implant, and the important role of such an intervention programme in improving their performance in phonological awareness tasks, and then in reading tasks consequently. The importance of improvement in these skills could considerably affect these children's linguistic and psychological abilities, which may facilitate their education at higher grades.

Effect(s) of Language Tasks on Severity of Disfluencies in Preschool Children with Stuttering.

Speech disfluency in children can be increased or decreased depending on the type of linguistic task presented to them. In this study, the effect of sentence imitation and sentence modeling on severity of speech disfluencies in preschool children with stuttering is investigated. In this cross-sectional descriptive analytical study, 58 children with stuttering (29 with mild stuttering and 29 with moderate stuttering) and 58 typical children aged between 4 and 6 years old participated. The severity of speech disfluencies was assessed by SSI-3 and TOCS before and after offering each task. In boys with mild stuttering, The mean stuttering severity scores in two tasks of sentence imitation and sentence modeling were [Formula: see text] and [Formula: see text] respectively ([Formula: see text]). But, in boys with moderate stuttering the stuttering severity in the both tasks were [Formula: see text] and [Formula: see text] respectively ([Formula: see text]). In girls with mild stuttering, the stuttering severity in two tasks of sentence imitation and sentence modeling were [Formula: see text] and [Formula: see text] respectively ([Formula: see text]). But, in girls with moderate stuttering the mean stuttering severity in the both tasks were [Formula: see text] and [Formula: see text] respectively ([Formula: see text]). In both gender of typical children, the score of speech disfluencies had no significant difference between two tasks ([Formula: see text]). In preschool children with mild stuttering and peer non-stutters, performing the tasks of sentence imitation and sentence modeling could not increase the severity of stuttering. But, in preschool children with moderate stuttering, doing the task of sentence modeling increased the stuttering severity score.

Central auditory processing and word discrimination in patients with multiple sclerosis.

Many multiple sclerosis (MS) patients with normal pure tone threshold suffer from difficulties in their hearing especially speech perception in background noise, which is possibly because of incompetence of central auditory processing in this group. Three audiologic tests including gap in noise test (GIN), duration pattern sequence test (DPST) and word discrimination score (WDS) were used for comparing a number of aspects of central auditory processing between patients with MS and normal subjects. Approximate threshold and percent of correct answers in GIN test, percent of correct answers in DPST test and monosyllabic discrimination in WDS test were obtained through cross-sectional non-invasive study conducted on 26 subjects with relapsing-remitting multiple sclerosis who had mean age of 28.9 (SD 4.1) years, and 26 18-40-year-old ones with normal hearing and mean age of 27.7 (SD 5.2). Results of this study demonstrate increased approximate threshold and reduction of percent of correct answers obtained from GIN test in patients with multiple sclerosis (Pv = 0.0001). Furthermore in patients with MS, the average of correct answers in DPST was lower than normal subjects and finally performance of MS subjects in WDS test in quiet environment was correlated with GIN threshold (r = -/624, Pr = /003). Results of the present study showed that patients with MS had defect in aspects of central auditory processing consisting of temporal resolution, auditory pattern and the memory for auditory task and difficulty in discrimination of speech in noisy environment that are related to the involvement of central nervous system.

Vowel Production in Persian Deaf Children with Cochlear Implant: is the Age of Implantation an Important Factor?

Proper production of vowels has great significance in speech intelligibility. Evidence shows that cochlear implantation has a significant impact on language and reading abilities in some children immediately after the surgery. The aim of the present study is comparing the quality of 6 simple Persian vowels between two groups of cochlear-implanted children under and over 2 years old. This was a cross-sectional analytic study conducted on 70 children who were implanted under the age of 2, 70 children who were implanted over the age of 2 and 238 normal children as control group. For data analysis, the SFS win acoustic analysis was used. Result of this study showed that F2/i/, f1/e/, f2/e/, f2/∞/, f1/a/, F2/a/, f1/o/, F2/o/and F2/u/means had significant difference between three groups (P < 0.05). Children implanted under the age of 2 showed similar performance as normal children in vowel production. Early cochlear implantation (under the age of 2) affects the quality of simple Persian vowel production significantly as well as the increase of speech intelligibility.

Comparison of reading skills between children with cochlear implants and children with typical hearing in Iran.

OBJECTIVE: Cochlear implantation has significant effects on language abilities and reading skills. The current study compared the reading performance of children with cochlear implants with that of typically developing children in second and third grades. SUBJECTS AND METHODS: This descriptive-analytic study was performed including 24 children with cochlear implants and 24 typically developing peers. The grade range of the participants was second and third grades. All of students were selected from Tehran city elementary schools. The reading performance of children was assessed by the "Nama" reading test. RESULTS: The results showed that the means of reading scores of typically developed children were significantly greater than the children with cochlear implants (P < 0.01) and there was a significant relationship between reading skills and age of surgery (P < 0.05). Also, there was a significant relationship between reading skills and the period of cochlear implantation (P < 0.05). CONCLUSIONS: Children with cochlear implants showed a weak performance in reading skills in comparison to typically developing children due to lower accessibility to phonological information. However, this limitation can be compensated for partly by early surgery. Parents should refer their deaf children for cochlear implantation before the age of language learning.