Computer-assisted reading intervention with a phonics approach for children using cochlear implants or hearing aids

• Published in: Scandinavian journal of psychology Vol. 55; no. 5; pp. 448 - 455
• Main Authors: Nakeva von Mentzer, Cecilia, Lyxell, Björn, Sahlén, Birgitta, Dahlström, Örjan, Lindgren, Magnus, Ors, Marianne, Kallioinen, Petter, Uhlén, Inger
• Format: Journal Article
• Language: English
• Published: England Blackwell Publishing Ltd 01.10.2014; Wiley Subscription Services, Inc
• Subjects: Child; Child, Preschool; Children; Cochlear Implants; Comprehension; computer-assisted reading intervention; Computers; deaf and hard of hearing; Education of Hearing Disabled - methods; Female; Hearing Aids; Humans; Male; Medicin och hälsovetenskap; Persons With Hearing Impairments; phonics approach; Psychology; Psykologi; Reading; Samhällsvetenskap; Social Sciences; Children; hearing aids; phonics approach; cochlear implants; computer-assisted reading intervention; deaf and hard of hearing
• ISSN: 0036-5564; 1467-9450; 1467-9450
• DOI: 10.1111/sjop.12149

The present study examined computer‐assisted reading intervention with a phonics approach for deaf and hard of hearing (DHH) children in Sweden using cochlear implants or hearing aids, or a combination of both. The study included 48 children, 5, 6 and 7 years of age. Sixteen children with normal hearing (NH) served as a reference group. The first purpose of the study was to compare NH and DHH children's reading ability at pre and post‐intervention. The second purpose was to investigate effects of the intervention. Cognitive and demographic factors were analyzed in relation to reading improvement. Results showed no statistically significant difference for reading ability at the group level, although NH children showed overall higher reading scores at both test points. Age comparisons revealed a statistically significant higher reading ability in the NH 7‐year‐olds compared to the DHH 7‐year‐olds. The intervention proved successful for word decoding accuracy, passage comprehension and as a reduction of nonword decoding errors in both NH and DHH children. Reading improvement was associated with complex working memory and phonological processing skills in NH children. Correspondent associations were observed with visual working memory and letter knowledge in the DHH children. Age was the only demographic factor that was significantly correlated with reading improvement. The results suggest that DHH children's beginning reading may be influenced by visual strategies that might explain the reading delay in the older children.