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Evaluation of Reading Comprehension Skills in Children with Cochlear Implants

Year 2021, Volume: 8 Issue: 2, 403 - 419, 31.08.2021

Hilal Burcu Özkan Şebnem Sevinç Esra Yücel Gonca Sennaroğlu

Abstract

Objective: This study aimed to examine children's reading skills using cochlear implants according to the age of cochlear implantation and compare them with children with normal hearing. Materials and Methods: A total of 30 children with cochlear implants before and after the age of 4 and 42 normal hearing children were included in the study. The children in our study were selected from amongst 3rd, 4th, and 5th-grade primary school students. "Informal Reading Inventory" was applied in order to evaluate children's reading comprehension skills. Results: When compared to the children who underwent implantation before the age of four, children who were implanted after the age of four revealed higher scores in characters, main events and details. For this reason, the children who underwent implantation before the age of four, had beter results in reading comprehension skills. Also, cochlear implant groups compared with the control group, cochlear implant group had incompetent results, but the children who underwent implantation before the age of four had more similar performances to the control group. Conclusion: These results are thought to contribute to the importance of cochlear implant applications in the critical language development period and include studies that will improve their reading skills in children's education with cochlear implants.

Keywords

hearing loss cochlear implantation reading comprehension skill

References

  • Akyol, H., & Temur, T. (2008). Ses Temelli Cümle Yöntemi ve Cümle Yöntemi ile Okuma Yazma Öğrenen Öğrencilerin Okuma Becerilerinin Öğretmen Görüşlerine Göre Değerlendirilmesi/Comparing Reading Skills Of First Grade Students Who Learn Reading-Writing with Sound-Based Clause Method and. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 79-95.
  • Archbold, S., Harris, M., O’Donoghue, G., Nikolopoulos, T., White, A., Richmond, H.A. (2008). Reading Abilities After Cochlear Implantation: The Effect of Age at Omplantation on Outcomes at 5 and 7 Years After Implantation. International journal of Pediatric Otorhinolaryngoloji, 72. 1471–1478.
  • Barajas, C., Gonzalez-Cuenca, A. M., ve Carrero, F. (2016). Comprehension of texts by deaf elementary school students: The role of grammatical understanding. Research in developmental disabilities, 59, 8-23.
  • Choi, J. E., Hong, S. H., & Moon, I. J. (2020). Academic Performance, Communication, and Psychosocial Development of Prelingual Deaf Children with Cochlear Implants in Mainstream Schools. Journal of audiology & otology, 24(2), 61.
  • Danaei, D., Jamali, H. R., Mansourian, Y., & Rastegarpour, H. (2020). Comparing reading comprehension between children reading augmented reality and print storybooks. Computers & Education, 153, 103900.
  • Demirel, Ö. (2000). Türkçe Öğretimi. Ankara: Pegem A Yayıncılık. 59.
  • Erdiken, B. (2003). İşitme Engelli Öğrencilerin Yazılı Anlatım Becerileri. Ekişehir: Anadolu Üniversitesi Yayınları No: 1493, İşitme Engelliler Yüksekokulu Yayınları No: 5.
  • Erginer E. (1999). İlköğretim 3., 4. ve 5. sınıf öğrencilerinin Okuduğunu Anlama Becerilerinin Değerlendirilmesi. IV. Ulusal Sınıf Öğretmenliği Sempozyumu. PAÜ Eğitim Fakültesi Dergisi, 6,1-11.
  • Ewoldt, C. (1985). A descriptive study of the developing literacy of young hearing-impaired children. The Volta Review.
  • Genç, G. A., Ertürk, B. B., & Belgin, E. (2005). Yenidoğan işitme taraması: başlangıçtan günümüze. Çocuk Sağlığı ve Hastalıkları Dergisi, 48(2), 109-18.
  • Geers, A., & Brenner, C. (2004). Educational Intervention and Outcomesof Early Cochlear Implantation. International Congress Series 1273, 405–408.
  • Girgin, Ü. (1997). Eskişehir İli İlkokulları 4. ve 5. Sınıf İşitme Engelli Öğrencilerinin Okumayı Öğrenme Durumlarının Çözümleme ve Anlama Düzeylerine Göre Değerlendirilmesi. Anadolu Üniversitesi Sosyal Bilimler Enstitüsü Yayımlanmamış Doktora Tezi Eskişehir.
  • Gough, P. B., & Juel, C. (1991). The First Stages of Word Recognition. In L. Rieben, C.D. Perfetti (Eds.), Basic Research and its Implications. New Jersey: Lawrence Erlbaun Associates Publishers.
  • Holden-Pitt, L., & Diaz, J. A. (1998). Thirty years of the Annual Survey of Deaf and Hard-of-Hearing Children & Youth: A glance over the decades. American annals of the deaf, 143(2), 71-76.
  • Johnson, C., & Goswami, U. (2010). Phonological awareness, vocabulary, and reading in deaf children with cochlear implants. J Speech Lang Hear Res, 53(2):237-61.
  • Karasu, H. P., Girgin, Ü., & Uzuner, Y. (2012). İşitme engelli öğrenciler ve işiten öğrencilerin okuma becerilerinin formel olmayan okuma envanteri ile değerlendirilmesi. Anadolu Journal of Educational Sciences International, 2(1).
  • Karasu, P., Girgin, Ü., & Uzuner, Y. Formel olmayan okuma envanteri. (2013). Ankara. Nobel yayın.
  • Kim, L. S., Jeong, S. W., Lee, Y. M., & Kim, J. S. (2010). Cochlear implantation in children. Auris Nasus Larynx, 37(1), 6-17.
  • King, C. M., & Quigley, S. P. (1985). Reading and deafness. Taylor & Francis Group.
  • Lewis, R. B., & Doorlag, D. H. (1983). Teaching Special Studies in Mainstream. Ohio: Charles E. Merill Publishing Company.
  • Loizou, P. C. (1999). Introduction to cochlear implants. IEEE Engineering in Medicine and Biology Magazine, 18(1), 32-42.
  • Mcnabb, M. L., Thurber, B. B., Dibuz, B., Mcdermott, P. A., & Lee, C. A. (2006): Literacy Learning in Networked Classrooms: Using the Internet with Middle-Level Students. Newark: International Reading Association, ED491844.
  • Meinzen-Derr, J., Wiley, S., & Choll, I. D. (2011). Impact of early intervention on expressive and receptive language development among young children with permanent hearing loss. Am Ann Deaf, 155(5):580–91.
  • O'Donoghue, G. M., Nikolopoulos, T. P., & Archbold, S. M. (2000). Determinants of speech perception in children after cochlear implantation. The Lancet, 356(9228), 466-468.
  • Osaka, M., & Osaka, N. (2002). The Effect of Focusing on a Sentence in Japanese Reading Span Test. In: Witruk E. ; Friederici, A. D.; Lachmann, T. (2002) Basic Functions of Language, Reading and Reading Disability (ed.): Friederici, A. D.; Lachmann, T., Volume 20 of Neuropsychology and Cognition . USA : Springer.
  • Özenici, S. (2009). İşleyen Belleğin Okuma Anlama Sürecindeki Rolü ve İşlevi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22. 467-476.
  • Ptok, M. (2011). Early detection of hearing impairment in newborns and infants. Deutsches Ärzteblatt International, 108(25), 426.
  • Qi, S., & Mitchell, R. E. (2012). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. Journal of deaf studies and deaf education, 17(1), 1-18.
  • Quiocho, A. (1997). The Quest to Comprehend Expository Text: Applied Classroom Research. Journal of Adolescent and Adult Literacy, 40(6), 450. Ross, A. O. (1976). Psychological Aspects of Learning Disabilities and Reading Disorders. McGraw- Hill Book Company.
  • Sanders, D. A. (1993). Hearing Impairment and Communication. “ Management of Hearing Handicap Infants to Elderly” de. (Ed. Sanders, D. A.). Prentice Hall Englewood Cliffs, New Jersey. 100- 139.
  • Sarant, J. Z., Harris, D. C., & Bennet, L. A. (2015). Academic outcomes for school-aged children with severe–profound hearing loss and early unilateral and bilateral cochlear implants. Journal of Speech, Language, and Hearing Research, 58(3), 1017-1032.
  • Spencer, L. J., Barker, B. A., & Tomblin, J. B. (2003). Exploring the language and literacy outcomes of pediatric cochlear implant users. Ear and hearing, 24(3), 236.
  • Smolen, E. R., Hartman, M. C., & Wang, Y. (2020). Reading achievement in children with hearing loss who use listening and spoken language: Results and implications from a 2-year study. Perspectives of the ASHA Special Interest Groups, 5(6), 1380-1387.
  • Tamer, G., Girgin, Ü., & Karasu, H. P. İşitme Engelli Kaynaştırma Öğrencilerinın Okuma Becerilerinin Formel Olmayan Okuma Envanteri İle Değerlendirilmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 507-526. 2020.
  • Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., McCreery, R. W., & Moeller, M. P. (2020). Aided hearing moderates the academic outcomes of children with mild to severe hearing loss. Ear and hearing, 41(4), 775-789.
  • Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., & Moeller, M. P. (2020). Early literacy predictors and second‐grade outcomes in children who are hard of hearing. Child development, 91(1), e179-e197.
  • Vermeulen, A. M., Bon, V. W., & Schreuder, R. (2007). Reading Comprehension of Deaf Children with Cochlear Implants. Journal of Deaf Studies and Deaf Education 12:3, 283-302.
  • Wauters, L.N., Tellings, A., Van Bon, W.J., & Mak, W.M. (2007). Mode of Acquisition as a Factor in Deaf Children’s Reading Comprehension. Journal of Deaf Studies and Deaf Education. 13:2, 175–192.
  • Woods, M. L., & Moe, A. J. (2007). Analytical reading inventory: Comprehensive standards-based assessment for all students including gifted and remedial. Prentice Hall.
  • Yoshinaga-Itano, C., & Downey, D. (1996). The Psychoeducational Characteristics of School-aged Students in Colorado with Educationally Significant Hearing Losses. The Volta Review, 98 (Monograph), 65–96.
  • Yoshinaga-Itano, C. (1996). The Effect of Hearing Loss on The Development of Metacognitive Strategies in Written Language” . Volta Review, 98,1: 97-144.

Koklear İmplant Kullanan Çocukların Okuduklarını Anlama Becerilerinin Değerlendirilmesi

Year 2021, Volume: 8 Issue: 2, 403 - 419, 31.08.2021

Hilal Burcu Özkan Şebnem Sevinç Esra Yücel Gonca Sennaroğlu

Abstract

Amaç: Bu araştırmada, koklear implant kullanan çocukların, okuduklarını anlatma becerileri koklear implant olma yaşına göre incelenerek, normal işiten çocuklarla karşılaştırılması amaçlanmıştır. Gereç ve Yöntem: Araştırmaya 4 yaş öncesinde ve 4 yaş sonrasında koklear implant olan toplam 30 koklear implantlı çocuk ve 42 normal işiten çocuk dahil edilmiştir. Çalışmamızdaki çocuklar ilköğretim 3., 4. ve 5. sınıf öğrencileri arasından seçilmiştir. Çocukların okuduklarını anlatma becerilerini değerlendirmek amacıyla, “Formel Olmayan Okuma Envanteri” uygulanmıştır. Bulgular: Yapılan karşılaştırmada, 4 yaş öncesi koklear implant olan çocukların, 4 yaş sonrasında koklear implant olan çocuklara göre okuma metnindeki karakterler, ana olaylar ve detaylar bölümünden daha yüksek puan aldıkları ve bu sebeple okuduklarını anlama becerilerinde daha başarılı oldukları bulunmuştur. Ayrıca, koklear implantlı grubun okuduklarını anlatma becerilerinin, kontrol grubuna göre daha yetersiz, ancak 4 yaş öncesinde koklear implant olan grubun kontrol grubuna yakın düzeyde olduğu saptanmıştır. Sonuç: Bu sonuçların, kritik dil gelişim döneminde koklear implant uygulamalarının önemine ve koklear implantlı çocukların eğitimlerinde okuduklarını anlatma becerilerini geliştirecek çalışmalara yer verilmesine katkı sağlayacağı düşünülmüştür.

Keywords

işitme kaybı koklear implantasyon okuduğunu anlama becerisi

References

  • Akyol, H., & Temur, T. (2008). Ses Temelli Cümle Yöntemi ve Cümle Yöntemi ile Okuma Yazma Öğrenen Öğrencilerin Okuma Becerilerinin Öğretmen Görüşlerine Göre Değerlendirilmesi/Comparing Reading Skills Of First Grade Students Who Learn Reading-Writing with Sound-Based Clause Method and. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(9), 79-95.
  • Archbold, S., Harris, M., O’Donoghue, G., Nikolopoulos, T., White, A., Richmond, H.A. (2008). Reading Abilities After Cochlear Implantation: The Effect of Age at Omplantation on Outcomes at 5 and 7 Years After Implantation. International journal of Pediatric Otorhinolaryngoloji, 72. 1471–1478.
  • Barajas, C., Gonzalez-Cuenca, A. M., ve Carrero, F. (2016). Comprehension of texts by deaf elementary school students: The role of grammatical understanding. Research in developmental disabilities, 59, 8-23.
  • Choi, J. E., Hong, S. H., & Moon, I. J. (2020). Academic Performance, Communication, and Psychosocial Development of Prelingual Deaf Children with Cochlear Implants in Mainstream Schools. Journal of audiology & otology, 24(2), 61.
  • Danaei, D., Jamali, H. R., Mansourian, Y., & Rastegarpour, H. (2020). Comparing reading comprehension between children reading augmented reality and print storybooks. Computers & Education, 153, 103900.
  • Demirel, Ö. (2000). Türkçe Öğretimi. Ankara: Pegem A Yayıncılık. 59.
  • Erdiken, B. (2003). İşitme Engelli Öğrencilerin Yazılı Anlatım Becerileri. Ekişehir: Anadolu Üniversitesi Yayınları No: 1493, İşitme Engelliler Yüksekokulu Yayınları No: 5.
  • Erginer E. (1999). İlköğretim 3., 4. ve 5. sınıf öğrencilerinin Okuduğunu Anlama Becerilerinin Değerlendirilmesi. IV. Ulusal Sınıf Öğretmenliği Sempozyumu. PAÜ Eğitim Fakültesi Dergisi, 6,1-11.
  • Ewoldt, C. (1985). A descriptive study of the developing literacy of young hearing-impaired children. The Volta Review.
  • Genç, G. A., Ertürk, B. B., & Belgin, E. (2005). Yenidoğan işitme taraması: başlangıçtan günümüze. Çocuk Sağlığı ve Hastalıkları Dergisi, 48(2), 109-18.
  • Geers, A., & Brenner, C. (2004). Educational Intervention and Outcomesof Early Cochlear Implantation. International Congress Series 1273, 405–408.
  • Girgin, Ü. (1997). Eskişehir İli İlkokulları 4. ve 5. Sınıf İşitme Engelli Öğrencilerinin Okumayı Öğrenme Durumlarının Çözümleme ve Anlama Düzeylerine Göre Değerlendirilmesi. Anadolu Üniversitesi Sosyal Bilimler Enstitüsü Yayımlanmamış Doktora Tezi Eskişehir.
  • Gough, P. B., & Juel, C. (1991). The First Stages of Word Recognition. In L. Rieben, C.D. Perfetti (Eds.), Basic Research and its Implications. New Jersey: Lawrence Erlbaun Associates Publishers.
  • Holden-Pitt, L., & Diaz, J. A. (1998). Thirty years of the Annual Survey of Deaf and Hard-of-Hearing Children & Youth: A glance over the decades. American annals of the deaf, 143(2), 71-76.
  • Johnson, C., & Goswami, U. (2010). Phonological awareness, vocabulary, and reading in deaf children with cochlear implants. J Speech Lang Hear Res, 53(2):237-61.
  • Karasu, H. P., Girgin, Ü., & Uzuner, Y. (2012). İşitme engelli öğrenciler ve işiten öğrencilerin okuma becerilerinin formel olmayan okuma envanteri ile değerlendirilmesi. Anadolu Journal of Educational Sciences International, 2(1).
  • Karasu, P., Girgin, Ü., & Uzuner, Y. Formel olmayan okuma envanteri. (2013). Ankara. Nobel yayın.
  • Kim, L. S., Jeong, S. W., Lee, Y. M., & Kim, J. S. (2010). Cochlear implantation in children. Auris Nasus Larynx, 37(1), 6-17.
  • King, C. M., & Quigley, S. P. (1985). Reading and deafness. Taylor & Francis Group.
  • Lewis, R. B., & Doorlag, D. H. (1983). Teaching Special Studies in Mainstream. Ohio: Charles E. Merill Publishing Company.
  • Loizou, P. C. (1999). Introduction to cochlear implants. IEEE Engineering in Medicine and Biology Magazine, 18(1), 32-42.
  • Mcnabb, M. L., Thurber, B. B., Dibuz, B., Mcdermott, P. A., & Lee, C. A. (2006): Literacy Learning in Networked Classrooms: Using the Internet with Middle-Level Students. Newark: International Reading Association, ED491844.
  • Meinzen-Derr, J., Wiley, S., & Choll, I. D. (2011). Impact of early intervention on expressive and receptive language development among young children with permanent hearing loss. Am Ann Deaf, 155(5):580–91.
  • O'Donoghue, G. M., Nikolopoulos, T. P., & Archbold, S. M. (2000). Determinants of speech perception in children after cochlear implantation. The Lancet, 356(9228), 466-468.
  • Osaka, M., & Osaka, N. (2002). The Effect of Focusing on a Sentence in Japanese Reading Span Test. In: Witruk E. ; Friederici, A. D.; Lachmann, T. (2002) Basic Functions of Language, Reading and Reading Disability (ed.): Friederici, A. D.; Lachmann, T., Volume 20 of Neuropsychology and Cognition . USA : Springer.
  • Özenici, S. (2009). İşleyen Belleğin Okuma Anlama Sürecindeki Rolü ve İşlevi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22. 467-476.
  • Ptok, M. (2011). Early detection of hearing impairment in newborns and infants. Deutsches Ärzteblatt International, 108(25), 426.
  • Qi, S., & Mitchell, R. E. (2012). Large-scale academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. Journal of deaf studies and deaf education, 17(1), 1-18.
  • Quiocho, A. (1997). The Quest to Comprehend Expository Text: Applied Classroom Research. Journal of Adolescent and Adult Literacy, 40(6), 450. Ross, A. O. (1976). Psychological Aspects of Learning Disabilities and Reading Disorders. McGraw- Hill Book Company.
  • Sanders, D. A. (1993). Hearing Impairment and Communication. “ Management of Hearing Handicap Infants to Elderly” de. (Ed. Sanders, D. A.). Prentice Hall Englewood Cliffs, New Jersey. 100- 139.
  • Sarant, J. Z., Harris, D. C., & Bennet, L. A. (2015). Academic outcomes for school-aged children with severe–profound hearing loss and early unilateral and bilateral cochlear implants. Journal of Speech, Language, and Hearing Research, 58(3), 1017-1032.
  • Spencer, L. J., Barker, B. A., & Tomblin, J. B. (2003). Exploring the language and literacy outcomes of pediatric cochlear implant users. Ear and hearing, 24(3), 236.
  • Smolen, E. R., Hartman, M. C., & Wang, Y. (2020). Reading achievement in children with hearing loss who use listening and spoken language: Results and implications from a 2-year study. Perspectives of the ASHA Special Interest Groups, 5(6), 1380-1387.
  • Tamer, G., Girgin, Ü., & Karasu, H. P. İşitme Engelli Kaynaştırma Öğrencilerinın Okuma Becerilerinin Formel Olmayan Okuma Envanteri İle Değerlendirilmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 507-526. 2020.
  • Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., McCreery, R. W., & Moeller, M. P. (2020). Aided hearing moderates the academic outcomes of children with mild to severe hearing loss. Ear and hearing, 41(4), 775-789.
  • Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., & Moeller, M. P. (2020). Early literacy predictors and second‐grade outcomes in children who are hard of hearing. Child development, 91(1), e179-e197.
  • Vermeulen, A. M., Bon, V. W., & Schreuder, R. (2007). Reading Comprehension of Deaf Children with Cochlear Implants. Journal of Deaf Studies and Deaf Education 12:3, 283-302.
  • Wauters, L.N., Tellings, A., Van Bon, W.J., & Mak, W.M. (2007). Mode of Acquisition as a Factor in Deaf Children’s Reading Comprehension. Journal of Deaf Studies and Deaf Education. 13:2, 175–192.
  • Woods, M. L., & Moe, A. J. (2007). Analytical reading inventory: Comprehensive standards-based assessment for all students including gifted and remedial. Prentice Hall.
  • Yoshinaga-Itano, C., & Downey, D. (1996). The Psychoeducational Characteristics of School-aged Students in Colorado with Educationally Significant Hearing Losses. The Volta Review, 98 (Monograph), 65–96.
  • Yoshinaga-Itano, C. (1996). The Effect of Hearing Loss on The Development of Metacognitive Strategies in Written Language” . Volta Review, 98,1: 97-144.
There are 41 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Articles
Authors

Hilal Burcu Özkan 0000-0002-8635-9203

Şebnem Sevinç 0000-0001-6455-2224

Esra Yücel 0000-0002-0597-6358

Gonca Sennaroğlu 0000-0002-3337-2391

Publication Date August 31, 2021
Submission Date June 6, 2021
Published in Issue Year 2021 Volume: 8 Issue: 2

Cite

APA Özkan, H. B., Sevinç, Ş., Yücel, E., Sennaroğlu, G. (2021). Koklear İmplant Kullanan Çocukların Okuduklarını Anlama Becerilerinin Değerlendirilmesi. Hacettepe University Faculty of Health Sciences Journal, 8(2), 403-419. https://doi.org/10.21020/husbfd.948611