Zahra Soleymani1, Najmeh Mahmoodabadi2, Mina Mohammadi Nouri3. 1. School of Rehabilitation, Tehran University of Medical Sciences, Tehran, Iran. Electronic address: Soleymaniz@sina.tums.ac.ir. 2. Iranian Research Center on Healthy Aging, Sabzevar University of Medical Sciences, Sabzevar, Iran. 3. School of Mathematics, Statistics and Computer Science, University of Tehran, Tehran, Iran.
Abstract
OBJECTIVES: Early auditory experience plays a major role in language acquisition. Linguistic and metalinguistic abilities of children aged 5-5.5 years with cochlear implants (CIs) were compared to age-matched children with normal hearing (NH) to investigate the effect of hearing on development of these two skills. METHODS: Eighteen children with NH and 18 children with CIs took part in the study. The Test of Language Development-Primary, third edition, was used to assess language and metalinguistic skills by assessment of phonological awareness (PA). Language skills and PA were then compared between groups. Hierarchical linear regression was conducted to determine whether the language skills explained the unique variance in PA. RESULTS: There were significant differences between children with NH and those with CIs for language skills and PA (p≤0.001). All language skills (semantics, syntax, listening, spoken language, organizing, and speaking) were uniquely predictive of PA outcome in the CI children. Linear combinations of listening and semantics and listening, semantics, and syntax correlated significantly with PA. CONCLUSION: The results show that children with CIs may have trouble with language skills and PA. Listening, semantics, and syntax, among other skills, are significant indicators of the variance in PA for children with CIs.
OBJECTIVES: Early auditory experience plays a major role in language acquisition. Linguistic and metalinguistic abilities of children aged 5-5.5 years with cochlear implants (CIs) were compared to age-matched children with normal hearing (NH) to investigate the effect of hearing on development of these two skills. METHODS: Eighteen children with NH and 18 children with CIs took part in the study. The Test of Language Development-Primary, third edition, was used to assess language and metalinguistic skills by assessment of phonological awareness (PA). Language skills and PA were then compared between groups. Hierarchical linear regression was conducted to determine whether the language skills explained the unique variance in PA. RESULTS: There were significant differences between children with NH and those with CIs for language skills and PA (p≤0.001). All language skills (semantics, syntax, listening, spoken language, organizing, and speaking) were uniquely predictive of PA outcome in the CI children. Linear combinations of listening and semantics and listening, semantics, and syntax correlated significantly with PA. CONCLUSION: The results show that children with CIs may have trouble with language skills and PA. Listening, semantics, and syntax, among other skills, are significant indicators of the variance in PA for children with CIs.