Morpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implants
This study explores morpho-syntactic reading comprehension in 19 Spanish children who received a cochlear implant (CI) before 24 months of age (early CI [e-CI]) and 19 Spanish children who received a CI after 24 months (late CI [l-CI]). They all were in primary school and were compared to a hearing...
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| Veröffentlicht in: | Journal of deaf studies and deaf education 2015-04, Vol.20 (2), p.136-146 |
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| creator | López-Higes, Ramón Gallego, Carlos Martín-Aragoneses, María Teresa Melle, Natalia |
| description | This study explores morpho-syntactic reading comprehension in 19 Spanish children who received a cochlear implant (CI) before 24 months of age (early CI [e-CI]) and 19 Spanish children who received a CI after 24 months (late CI [l-CI]). They all were in primary school and were compared to a hearing control (HC) group of 19 children. Tests of perceptual reasoning, working memory, receptive vocabulary, and morpho-syntactic comprehension were used in the assessment. It was observed that while children with l-CI showed a delay, those with e-CI reached a level close to that which was obtained by their control peers in morpho-syntactic comprehension. Thus, results confirm a positive effect of early implantation on morpho-syntactic reading comprehension. Inflectional morphology and simple sentence comprehension were noted to be better in the e-CI group than in the l-CI group. The most important factor in distinguishing between the HC and l-CI groups or the e-CI and l-CI groups was verbal inflectional morphology. |
| doi_str_mv | 10.1093/deafed/env004 |
| format | Article |
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They all were in primary school and were compared to a hearing control (HC) group of 19 children. Tests of perceptual reasoning, working memory, receptive vocabulary, and morpho-syntactic comprehension were used in the assessment. It was observed that while children with l-CI showed a delay, those with e-CI reached a level close to that which was obtained by their control peers in morpho-syntactic comprehension. Thus, results confirm a positive effect of early implantation on morpho-syntactic reading comprehension. Inflectional morphology and simple sentence comprehension were noted to be better in the e-CI group than in the l-CI group. The most important factor in distinguishing between the HC and l-CI groups or the e-CI and l-CI groups was verbal inflectional morphology.</description><identifier>ISSN: 1081-4159</identifier><identifier>EISSN: 1465-7325</identifier><identifier>DOI: 10.1093/deafed/env004</identifier><identifier>PMID: 25735596</identifier><language>eng</language><publisher>United States: Oxford University Press</publisher><subject>Adolescent ; Age Differences ; Age Factors ; Assistive Technology ; Case-Control Studies ; Child ; Children & youth ; Cochlear Implants ; Comparative Analysis ; Comprehension ; Deafness ; Deafness - psychology ; Deafness - surgery ; Elementary School Students ; Empirical Manuscript ; Female ; Foreign Countries ; Hearing Impairments ; Humans ; Language Development Disorders - psychology ; Language Development Disorders - rehabilitation ; Male ; Morphology ; Morphology (Languages) ; Reading ; Reading Comprehension ; Reading Skills ; Receptive Language ; Sentences ; Short Term Memory ; Spain ; Surgery ; Syntax ; Thinking Skills ; Time-to-Treatment ; Vocabulary</subject><ispartof>Journal of deaf studies and deaf education, 2015-04, Vol.20 (2), p.136-146</ispartof><rights>Copyright © 2015 Oxford University Press</rights><rights>The Author 2015. Published by Oxford University Press. All rights reserved. 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They all were in primary school and were compared to a hearing control (HC) group of 19 children. Tests of perceptual reasoning, working memory, receptive vocabulary, and morpho-syntactic comprehension were used in the assessment. It was observed that while children with l-CI showed a delay, those with e-CI reached a level close to that which was obtained by their control peers in morpho-syntactic comprehension. Thus, results confirm a positive effect of early implantation on morpho-syntactic reading comprehension. Inflectional morphology and simple sentence comprehension were noted to be better in the e-CI group than in the l-CI group. The most important factor in distinguishing between the HC and l-CI groups or the e-CI and l-CI groups was verbal inflectional morphology.</description><subject>Adolescent</subject><subject>Age Differences</subject><subject>Age Factors</subject><subject>Assistive Technology</subject><subject>Case-Control Studies</subject><subject>Child</subject><subject>Children & youth</subject><subject>Cochlear Implants</subject><subject>Comparative Analysis</subject><subject>Comprehension</subject><subject>Deafness</subject><subject>Deafness - psychology</subject><subject>Deafness - surgery</subject><subject>Elementary School Students</subject><subject>Empirical Manuscript</subject><subject>Female</subject><subject>Foreign Countries</subject><subject>Hearing Impairments</subject><subject>Humans</subject><subject>Language Development Disorders - psychology</subject><subject>Language Development Disorders - rehabilitation</subject><subject>Male</subject><subject>Morphology</subject><subject>Morphology (Languages)</subject><subject>Reading</subject><subject>Reading Comprehension</subject><subject>Reading Skills</subject><subject>Receptive Language</subject><subject>Sentences</subject><subject>Short Term Memory</subject><subject>Spain</subject><subject>Surgery</subject><subject>Syntax</subject><subject>Thinking Skills</subject><subject>Time-to-Treatment</subject><subject>Vocabulary</subject><issn>1081-4159</issn><issn>1465-7325</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNpd0E1r3DAQBmARWvLVHHNsEeSSixuNZcnWsSzbNmVLIW1pb0YrjWsttuRI3sL--yg4aaCnETOPhuEl5BLYe2CK31jUHdob9H8Zq47IKVRSFDUvxav8Zg0UFQh1Qs5S2jHGSl6rY3JSipoLoeQp-f01xKkPxfeDn7WZnaF3qK3zf-gqjFPEHn1ywVPn6ap3g43o6S8393St43Cg2lu60TNmbfoBdaS34zRoP6c35HWnh4QXT_Wc_Py4_rH6XGy-fbpdfdgUplRiLniDqtt2jQINvJSmVjUIC9hIxsTWGKNUZzlY26EpbSeFhMoojUpXWnDb8HNyveydYrjfY5rb0SWDQz4Cwz61IKWAkvGGZ3r1H92FffT5ukdVgwRWy6yKRZkYUorYtVN0o46HFlj7GHm7RN4ukWf_7mnrfjvm9rN-zjiDtwvA6My_8foLMAlcqJf5Ls0hvvyXUJeVaPgDk7uRGQ</recordid><startdate>20150401</startdate><enddate>20150401</enddate><creator>López-Higes, Ramón</creator><creator>Gallego, Carlos</creator><creator>Martín-Aragoneses, María Teresa</creator><creator>Melle, Natalia</creator><general>Oxford University Press</general><general>Oxford Publishing Limited (England)</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope></search><sort><creationdate>20150401</creationdate><title>Morpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implants</title><author>López-Higes, Ramón ; Gallego, Carlos ; Martín-Aragoneses, María Teresa ; Melle, Natalia</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c295t-38e9fbf891a1326c79715d1e86005bccc99fd31ddfec2df65614c9ae9a4a53d83</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>Adolescent</topic><topic>Age Differences</topic><topic>Age Factors</topic><topic>Assistive Technology</topic><topic>Case-Control Studies</topic><topic>Child</topic><topic>Children & youth</topic><topic>Cochlear Implants</topic><topic>Comparative Analysis</topic><topic>Comprehension</topic><topic>Deafness</topic><topic>Deafness - psychology</topic><topic>Deafness - surgery</topic><topic>Elementary School Students</topic><topic>Empirical Manuscript</topic><topic>Female</topic><topic>Foreign Countries</topic><topic>Hearing Impairments</topic><topic>Humans</topic><topic>Language Development Disorders - psychology</topic><topic>Language Development Disorders - rehabilitation</topic><topic>Male</topic><topic>Morphology</topic><topic>Morphology (Languages)</topic><topic>Reading</topic><topic>Reading Comprehension</topic><topic>Reading Skills</topic><topic>Receptive Language</topic><topic>Sentences</topic><topic>Short Term Memory</topic><topic>Spain</topic><topic>Surgery</topic><topic>Syntax</topic><topic>Thinking Skills</topic><topic>Time-to-Treatment</topic><topic>Vocabulary</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>López-Higes, Ramón</creatorcontrib><creatorcontrib>Gallego, Carlos</creatorcontrib><creatorcontrib>Martín-Aragoneses, María Teresa</creatorcontrib><creatorcontrib>Melle, Natalia</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Nursing & Allied Health Premium</collection><collection>MEDLINE - Academic</collection><jtitle>Journal of deaf studies and deaf education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>López-Higes, Ramón</au><au>Gallego, Carlos</au><au>Martín-Aragoneses, María Teresa</au><au>Melle, Natalia</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1061359</ericid><atitle>Morpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implants</atitle><jtitle>Journal of deaf studies and deaf education</jtitle><addtitle>J Deaf Stud Deaf Educ</addtitle><date>2015-04-01</date><risdate>2015</risdate><volume>20</volume><issue>2</issue><spage>136</spage><epage>146</epage><pages>136-146</pages><issn>1081-4159</issn><eissn>1465-7325</eissn><abstract>This study explores morpho-syntactic reading comprehension in 19 Spanish children who received a cochlear implant (CI) before 24 months of age (early CI [e-CI]) and 19 Spanish children who received a CI after 24 months (late CI [l-CI]). They all were in primary school and were compared to a hearing control (HC) group of 19 children. Tests of perceptual reasoning, working memory, receptive vocabulary, and morpho-syntactic comprehension were used in the assessment. It was observed that while children with l-CI showed a delay, those with e-CI reached a level close to that which was obtained by their control peers in morpho-syntactic comprehension. Thus, results confirm a positive effect of early implantation on morpho-syntactic reading comprehension. Inflectional morphology and simple sentence comprehension were noted to be better in the e-CI group than in the l-CI group. The most important factor in distinguishing between the HC and l-CI groups or the e-CI and l-CI groups was verbal inflectional morphology.</abstract><cop>United States</cop><pub>Oxford University Press</pub><pmid>25735596</pmid><doi>10.1093/deafed/env004</doi><tpages>11</tpages></addata></record> |
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| source | MEDLINE; Jstor Complete Legacy; Oxford University Press Journals All Titles (1996-Current); Education Source; EZB-FREE-00999 freely available EZB journals; Alma/SFX Local Collection |
| subjects | Adolescent Age Differences Age Factors Assistive Technology Case-Control Studies Child Children & youth Cochlear Implants Comparative Analysis Comprehension Deafness Deafness - psychology Deafness - surgery Elementary School Students Empirical Manuscript Female Foreign Countries Hearing Impairments Humans Language Development Disorders - psychology Language Development Disorders - rehabilitation Male Morphology Morphology (Languages) Reading Reading Comprehension Reading Skills Receptive Language Sentences Short Term Memory Spain Surgery Syntax Thinking Skills Time-to-Treatment Vocabulary |
| title | Morpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implants |
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