Paragraph-reading comprehension ability in Mandarin-speaking children with cochlear implants

Experience of adult cochlear implantation at a tertiary hospital

BACKGROUND

The prevalence of adult cochlear implant (CI) surgery is increasing. However, the relevant adult CI data in Taiwan are insufficient due to the relatively small number of adult implant patients. The two main factors hindering adult implantation are the high cost of the surgery itself and inadequate knowledge regarding the effectiveness of CI for hearing and suppression of tinnitus. Here, we present data regarding adult CI outcomes from a single tertiary hospital.

METHODS

A total of 116 consecutive adult CI recipients (≥18 years old) who completed at least 12 months of speech perception tests (words and sentences) between January 1999 and December 2020 were enrolled in this retrospective population-based cohort study. Thirty patients completed speech perception (words and sentences) testing as well as three questionnaires relating to quality of life, and 71 completed full tinnitus suppression studies. Subjects' pre- and post-CI questionnaires were evaluated to assess overall CI outcome.

RESULTS

For auditory evaluation, the scores of easy sentences (ES), difficult sentences (DS), and phonetically balanced (PB) word recognition tests reached a plateau at 3 months post-CI (p = 0.005, 0.001, and 0.004, respectively) in most subjects. The post-CI scores of bodily pain, mental health, and social role functioning were significantly higher than corresponding pre-CI scores on the SF-36 Health Survey-Taiwan version (p = 0.036, 0.019, and 0.002, respectively). Furthermore, the post-CI scores of basic sound perception, speech production, and advanced sound perception were significantly higher than the corresponding pre-CI scores on the Nijmegen Cochlear Implant Questionnaire (p < 0.001, 0.013, and <0.001, respectively). Self-esteem was significantly correlated with the Categories of Auditory Performance scale and Speech Intelligibility Rating scale at 3, 6, and 9 months post-CI. CI improved tinnitus in approximately 65.1% of 71 adults. Based on the Tinnitus Handicap Inventory, 66.7% of patients were in grade 3-5 before surgery. However, after CI, only 34.4% of patients remained in THI grade 3-5.

CONCLUSION

This study confirmed that CI can improve speech perception (words and sentences), physical health, mental health, social interaction, and self-esteem in adult patients with profound hearing loss. CI also significantly alleviated tinnitus. The outcomes of ES, DS, and PB tests at 3 months post-CI were non-inferior to other longer post-CI periods and could be utilized as references for recovery and evaluation of prognosis.

Evaluation of the Reading and Writing Skills of Children with Cochlear Implants

OBJECTIVES

This study aims to evaluate the reading and writing abilities of students with cochlear implants and compare their results with those of their normal-hearing peers. The effect of age at implantation and duration of cochlear implant use were analyzed in relation to the subjects' reading and writing skills development.

MATERIALS AND METHODS

The study included 20 students who underwent cochlear implantation and 20 students with normal hearing, who were enrolled during their 6th to 8th grades. The age of the subjects ranged between 12 and 14 years. Their reading and writing skills were evaluated by using the Written Expression Proficiency Assessment Tool and Informal Reading Inventory.

RESULTS

The reading and writing skills of students with cochlear implants were significantly lower than those of their peers with normal hearing. Positive correlations were identified between the reading and writing abilities of students with cochlear implants. Moreover, both the age of implantation and the total time of cochlear implant use had no statistically significant effects on the reading and writing skills of students with implants.

CONCLUSION

Early implantation has positive effects on speech and language skills development, but significant differences in the reading and writing skills of children with implants compared with those of their normal-hearing peers are observed in higher grades.

Current trends in outcome studies for children with hearing loss and the need to establish a comprehensive framework of measuring outcomes in children with hearing loss in China

Since the 1970s, outcome studies for children with hearing loss expanded from focusing on assessing auditory awareness and speech perception skills to evaluating language and speech development. Since the early 2000s, the multi-center large scale research systematically studied outcomes in the areas of auditory awareness, speech-perception, language development, speech development, educational achievements, cognitive development, and psychosocial development. These studies advocated the establishment of baseline and regular follow-up evaluations with a comprehensive framework centered on language development. Recent research interests also include understanding the vast differences in outcomes for children with hearing loss, understanding the relationships between neurocognitive development and language acquisition in children with hearing loss, and using outcome studies to guide evidence-based clinical practice. After the establishment of standardized Mandarin language assessments, outcomes research in Mainland China has the potential to expand beyond auditory awareness and speech perception studies.

Language skills and phonological awareness in children with cochlear implants and normal hearing

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.