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Jun K, Park D, Eo H, Woo S, Koo WM, Kim JM, Lee BJ, Chang MC. Association between Cognitive Abilities before the Age of 3 Years and Those at Least 1 Year Later in Children with Developmental Delay. Neuropediatrics 2024. [PMID: 38897233 DOI: 10.1055/a-2349-1256] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 06/21/2024]
Abstract
OBJECTIVE This study investigated whether early cognitive assessment in children with developmental delay (DD) predicts cognitive development. We investigated the correlation between cognitive and language development in children with DD, cerebral palsy (CP), and autism spectrum disorder (ASD). METHODS Data were collected from children diagnosed with DD who visited the hospital between 2015 and 2023. The assessments included the Korean Bayley Scales of Infant and Toddler Development Second Edition (K-BSID-II) and the Korean Wechsler Preschool Primary Scale of Intelligence Fourth Edition (K-WPPSI-IV). Language development was evaluated using the Sequenced Language Scale for Infants (SELSI) and Preschool Receptive-Expressive Language Scale (PRES). The statistical analysis involved a correlation analysis. RESULTS Among 95 children in the study, a significant correlation was discovered between early cognitive assessments (the Mental Developmental Index from the K-BSID-II) and later cognitive development (the Full-Scale Intelligence Quotient from the K-WPPSI-IV) in the DD and CP groups, but not in the ASD group. The DD and CP groups exhibited significant correlations in language development between the SELSI and PRES, whereas the ASD group did not. CONCLUSION Early cognitive assessments can predict later cognitive development in children with DD and CP, but not in those with ASD, according to this study. There was a strong correlation between language and cognitive development in the DD and CP groups, highlighting the importance of early intervention and assessment for these children. Further investigation is necessary to address these limitations and refine demographic data.
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Affiliation(s)
- Kwangohk Jun
- Department of Physical Medicine and Rehabilitation, Daegu Fatima Hospital, Daegu, Korea
| | - Donghwi Park
- Seoul Spine Rehabilitation Clinic, Ulsan-si, Korea
| | - Hyoshin Eo
- Department of Physical Medicine and Rehabilitation, Daegu Fatima Hospital, Daegu, Korea
| | - Seongho Woo
- Department of Physical Medicine and Rehabilitation, Daegu Fatima Hospital, Daegu, Korea
| | - Won Mo Koo
- Department of Physical Medicine and Rehabilitation, Daegu Fatima Hospital, Daegu, Korea
| | - Jong Min Kim
- Department of Physical Medicine and Rehabilitation, Daegu Fatima Hospital, Daegu, Korea
| | - Byung Joo Lee
- Department of Physical Medicine and Rehabilitation, Daegu Fatima Hospital, Daegu, Korea
| | - Min Cheol Chang
- Department of Physical Medicine and Rehabilitation, Yeungnam University College of Medicine, Daegu, Korea
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2
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Kyle FE, Trickey N. Speechreading, Phonological Skills, and Word Reading Ability in Children. Lang Speech Hear Serv Sch 2024; 55:756-766. [PMID: 38630019 DOI: 10.1044/2024_lshss-23-00129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/02/2024] Open
Abstract
PURPOSE The purpose of the present study was to investigate the relationship between speechreading ability, phonological skills, and word reading ability in typically developing children. METHOD Sixty-six typically developing children (6-7 years old) completed tasks measuring word reading, speechreading (words, sentences, and short stories), alliteration awareness, rhyme awareness, nonword reading, and rapid automatized naming (RAN). RESULTS Speechreading ability was significantly correlated with rhyme and alliteration awareness, phonological error rate, nonword reading, and reading ability (medium effect sizes) and RAN (small effect size). Multiple regression analyses showed that speechreading was not a unique predictor of word reading ability beyond the contribution of phonological skills. A speechreading error analysis revealed that children tended to use a phonological strategy when speechreading, and in particular, this strategy was used by skilled speechreaders. CONCLUSIONS The current study provides converging evidence that speechreading and phonological skills are positively related in typically developing children. These skills are likely to have a reciprocal relationship, and children may benefit from having their attention drawn to visual information available on the lips while learning letter sounds or learning to read, as this could augment and strengthen underlying phonological representations.
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Affiliation(s)
- Fiona E Kyle
- Division of Psychology and Language Sciences, Department of Language and Cognition, University College London, United Kingdom
- UCL Deafness, Cognition and Language Research Centre, University College London, United Kingdom
| | - Natasha Trickey
- Division of Language and Communication Science, City, University of London, United Kingdom
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Zhang Z, Wei C, Cao K, Liu Y. Factors Affecting Visual-Only Speech Recognition in Individuals With Cochlear Implants. EAR, NOSE & THROAT JOURNAL 2024:1455613241234821. [PMID: 38404016 DOI: 10.1177/01455613241234821] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/27/2024] Open
Abstract
Objectives: Several reports have underlined the benefits of speechreading (visual-only speech recognition) on speech recognition in individuals with hearing loss after cochlear implantation (CI). However, the factors that would affect the ability of speechreading are unclear. The aim of the present study is to assess the factors that affect speechreading abilities in CI users. Methods: A total of 104 participants were enrolled in this retrospective study. They viewed silent videos of sentences being spoken by a model and were tasked with repeating what they thought had been said. They were tested under audio-only and visual-only conditions. Factors (such as the age, the age of CI; <3 years old vs 3-8 years old; male vs female, etc) believed to affect speechreading abilities were analyzed. Results: The age range of the participants is 8 to 34 years. CI users showed significantly different speechreading abilities among themselves. The authors found that age and hearing loss at 3 to 8 years of age were positively related to superior speechreading recognition scores. Conclusions: CI users followed a more complex method of perceptual compensation. Those who have suffered hearing loss between 3 and 8 years of age are more sensitive to developing an advantage in speech recognition by using speechreading. Older age positively affects speechreading abilities; thus, the more experience CI has, the greater speechreading ability they may exhibit.
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Affiliation(s)
- Zhikai Zhang
- Department of Otolaryngology-Head and Neck Surgery, Beijing Chao-Yang Hospital, Capital Medical University, Beijing, China
- Department of Otolaryngology-Head and Neck Surgery, Beijing Friendship Hospital, Capital Medical University, Beijing, China
| | - Chaogang Wei
- Department of Otolaryngology-Head and Neck Surgery, Peking University First Hospital, Beijing, China
| | - Keli Cao
- Department of Otorhinolaryngology, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences Peking Union Medical College, Beijing, China
| | - Yuhe Liu
- Department of Otolaryngology-Head and Neck Surgery, Beijing Friendship Hospital, Capital Medical University, Beijing, China
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Zhang F, Lei J, Gong H, Wu H, Chen L. The development of speechreading skills in Chinese students with hearing impairment. Front Psychol 2022; 13:1020211. [PMID: 36405128 PMCID: PMC9674306 DOI: 10.3389/fpsyg.2022.1020211] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Accepted: 10/10/2022] [Indexed: 11/06/2022] Open
Abstract
The developmental trajectory of speechreading skills is poorly understood, and existing research has revealed rather inconsistent results. In this study, 209 Chinese students with hearing impairment between 7 and 20 years old were asked to complete the Chinese Speechreading Test targeting three linguistics levels (i.e., words, phrases, and sentences). Both response time and accuracy data were collected and analyzed. Results revealed (i) no developmental change in speechreading accuracy between ages 7 and 14 after which the accuracy rate either stagnates or drops; (ii) no significant developmental pattern in speed of speechreading across all ages. Results also showed that across all age groups, speechreading accuracy was higher for phrases than words and sentences, and overall levels of speechreading speed fell for phrases, words, and sentences. These findings suggest that the development of speechreading in Chinese is not a continuous, linear process.
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Affiliation(s)
- Fen Zhang
- Central China Normal University, Wuhan, China
| | | | - Huina Gong
- Central China Normal University, Wuhan, China
| | - Hui Wu
- Shandong University, Jinan, China
- *Correspondence: Hui Wu,
| | - Liang Chen
- University of Georgia, Athens, GA, United States
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5
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Gijbels L, Yeatman JD, Lalonde K, Lee AKC. Audiovisual Speech Processing in Relationship to Phonological and Vocabulary Skills in First Graders. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2021; 64:5022-5040. [PMID: 34735292 PMCID: PMC9150669 DOI: 10.1044/2021_jslhr-21-00196] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2021] [Revised: 07/06/2021] [Accepted: 08/11/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE It is generally accepted that adults use visual cues to improve speech intelligibility in noisy environments, but findings regarding visual speech benefit in children are mixed. We explored factors that contribute to audiovisual (AV) gain in young children's speech understanding. We examined whether there is an AV benefit to speech-in-noise recognition in children in first grade and if visual salience of phonemes influences their AV benefit. We explored if individual differences in AV speech enhancement could be explained by vocabulary knowledge, phonological awareness, or general psychophysical testing performance. METHOD Thirty-seven first graders completed online psychophysical experiments. We used an online single-interval, four-alternative forced-choice picture-pointing task with age-appropriate consonant-vowel-consonant words to measure auditory-only, visual-only, and AV word recognition in noise at -2 and -8 dB SNR. We obtained standard measures of vocabulary and phonological awareness and included a general psychophysical test to examine correlations with AV benefits. RESULTS We observed a significant overall AV gain among children in first grade. This effect was mainly attributed to the benefit at -8 dB SNR, for visually distinct targets. Individual differences were not explained by any of the child variables. Boys showed lower auditory-only performances, leading to significantly larger AV gains. CONCLUSIONS This study shows AV benefit, of distinctive visual cues, to word recognition in challenging noisy conditions in first graders. The cognitive and linguistic constraints of the task may have minimized the impact of individual differences of vocabulary and phonological awareness on AV benefit. The gender difference should be studied on a larger sample and age range.
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Affiliation(s)
- Liesbeth Gijbels
- Department of Speech & Hearing Sciences, University of Washington, Seattle
- Institute for Learning & Brain Sciences, University of Washington, Seattle
| | - Jason D. Yeatman
- Division of Developmental-Behavioral Pediatrics, School of Medicine, Stanford University, CA
- Graduate School of Education, Stanford University, CA
| | - Kaylah Lalonde
- Boys Town National Research Hospital, Center for Hearing Research, Omaha, NE
| | - Adrian K. C. Lee
- Department of Speech & Hearing Sciences, University of Washington, Seattle
- Institute for Learning & Brain Sciences, University of Washington, Seattle
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Buchanan-Worster E, Hulme C, Dennan R, MacSweeney M. Speechreading in hearing children can be improved by training. Dev Sci 2021; 24:e13124. [PMID: 34060185 PMCID: PMC7612880 DOI: 10.1111/desc.13124] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2020] [Revised: 03/05/2021] [Accepted: 05/06/2021] [Indexed: 12/02/2022]
Abstract
Visual information conveyed by a speaking face aids speech perception. In addition, children’s ability to comprehend visual-only speech (speechreading ability) is related to phonological awareness and reading skills in both deaf and hearing children. We tested whether training speechreading would improve speechreading, phoneme blending, and reading ability in hearing children. Ninety-two hearing 4- to 5-year-old children were randomised into two groups: business-as-usual controls, and an intervention group, who completed three weeks of computerised speechreading training. The intervention group showed greater improvements in speechreading than the control group at post-test both immediately after training and 3 months later. This was the case for both trained and untrained words. There were no group effects on the phonological awareness or single-word reading tasks, although those with the lowest phoneme blending scores did show greater improvements in blending as a result of training. The improvement in speechreading in hearing children following brief training is encouraging. The results are also important in suggesting a hypothesis for future investigation: that a focus on visual speech information may contribute to phonological skills, not only in deaf children but also in hearing children who are at risk of reading difficulties. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=bBdpliGkbkY.
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Affiliation(s)
- Elizabeth Buchanan-Worster
- Institute of Cognitive Neuroscience, University College London, London, UK.,Deafness, Cognition and Language Research Centre, University College London, London, UK
| | - Charles Hulme
- Department of Education, Oxford University, Oxford, Oxfordshire, UK
| | - Rachel Dennan
- Institute of Cognitive Neuroscience, University College London, London, UK
| | - Mairéad MacSweeney
- Institute of Cognitive Neuroscience, University College London, London, UK.,Deafness, Cognition and Language Research Centre, University College London, London, UK
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7
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Buchanan-Worster E, MacSweeney M, Pimperton H, Kyle F, Harris M, Beedie I, Ralph-Lewis A, Hulme C. Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2020; 63:3775-3785. [PMID: 33108258 PMCID: PMC8530507 DOI: 10.1044/2020_jslhr-20-00159] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Revised: 06/24/2020] [Accepted: 08/15/2020] [Indexed: 06/11/2023]
Abstract
Purpose Speechreading (lipreading) is a correlate of reading ability in both deaf and hearing children. We investigated whether the relationship between speechreading and single-word reading is mediated by phonological awareness in deaf and hearing children. Method In two separate studies, 66 deaf children and 138 hearing children, aged 5-8 years old, were assessed on measures of speechreading, phonological awareness, and single-word reading. We assessed the concurrent relationships between latent variables measuring speechreading, phonological awareness, and single-word reading. Results In both deaf and hearing children, there was a strong relationship between speechreading and single-word reading, which was fully mediated by phonological awareness. Conclusions These results are consistent with ideas from previous studies that visual speech information contributes to the development of phonological representations in both deaf and hearing children, which, in turn, support learning to read. Future longitudinal and training studies are required to establish whether these relationships reflect causal effects.
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Affiliation(s)
- Elizabeth Buchanan-Worster
- Institute of Cognitive Neuroscience, University College London, United Kingdom
- Deafness Cognition and Language Research Centre, University College London, United Kingdom
| | - Mairéad MacSweeney
- Institute of Cognitive Neuroscience, University College London, United Kingdom
- Deafness Cognition and Language Research Centre, University College London, United Kingdom
| | - Hannah Pimperton
- Institute of Cognitive Neuroscience, University College London, United Kingdom
| | - Fiona Kyle
- Deafness Cognition and Language Research Centre, University College London, United Kingdom
| | - Margaret Harris
- Faculty of Health and Life Sciences, Oxford Brookes University, United Kingdom
| | - Indie Beedie
- Deafness Cognition and Language Research Centre, University College London, United Kingdom
| | - Amelia Ralph-Lewis
- Deafness Cognition and Language Research Centre, University College London, United Kingdom
| | - Charles Hulme
- Department of Education, University of Oxford, United Kingdom
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8
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Havy M, Zesiger PE. Bridging ears and eyes when learning spoken words: On the effects of bilingual experience at 30 months. Dev Sci 2020; 24:e13002. [PMID: 32506622 DOI: 10.1111/desc.13002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2019] [Revised: 05/15/2020] [Accepted: 05/15/2020] [Indexed: 10/24/2022]
Abstract
From the very first moments of their lives, infants selectively attend to the visible orofacial movements of their social partners and apply their exquisite speech perception skills to the service of lexical learning. Here we explore how early bilingual experience modulates children's ability to use visible speech as they form new lexical representations. Using a cross-modal word-learning task, bilingual children aged 30 months were tested on their ability to learn new lexical mappings in either the auditory or the visual modality. Lexical recognition was assessed either in the same modality as the one used at learning ('same modality' condition: auditory test after auditory learning, visual test after visual learning) or in the other modality ('cross-modality' condition: visual test after auditory learning, auditory test after visual learning). The results revealed that like their monolingual peers, bilingual children successfully learn new words in either the auditory or the visual modality and show cross-modal recognition of words following auditory learning. Interestingly, as opposed to monolinguals, they also demonstrate cross-modal recognition of words upon visual learning. Collectively, these findings indicate a bilingual edge in visual word learning, expressed in the capacity to form a recoverable cross-modal representation of visually learned words.
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Affiliation(s)
- Mélanie Havy
- Faculty of Psychology and Educational Sciences, Geneva University, Geneva, Switzerland
| | - Pascal E Zesiger
- Faculty of Psychology and Educational Sciences, Geneva University, Geneva, Switzerland
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9
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Altarelli I, Dehaene-Lambertz G, Bavelier D. Individual differences in the acquisition of non-linguistic audio-visual associations in 5 year olds. Dev Sci 2019; 23:e12913. [PMID: 31608547 DOI: 10.1111/desc.12913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2018] [Revised: 08/02/2019] [Accepted: 09/27/2019] [Indexed: 11/29/2022]
Abstract
Audio-visual associative learning - at least when linguistic stimuli are employed - is known to rely on core linguistic skills such as phonological awareness. Here we ask whether this would also be the case in a task that does not manipulate linguistic information. Another question of interest is whether executive skills, often found to support learning, may play a larger role in a non-linguistic audio-visual associative task compared to a linguistic one. We present a new task that measures learning when having to associate non-linguistic auditory signals with novel visual shapes. Importantly, our novel task shares with linguistic processes such as reading acquisition the need to associate sounds with arbitrary shapes. Yet, rather than phonemes or syllables, it uses novel environmental sounds - therefore limiting direct reliance on linguistic abilities. Five-year-old French-speaking children (N = 76, 39 girls) were assessed individually in our novel audio-visual associative task, as well as in a number of other cognitive tasks evaluating linguistic abilities and executive functions. We found phonological awareness and language comprehension to be related to scores in the audio-visual associative task, while no correlation with executive functions was observed. These results underscore a key relation between foundational language competencies and audio-visual associative learning, even in the absence of linguistic input in the associative task.
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Affiliation(s)
- Irene Altarelli
- Cognitive Neuroimaging Unit U992, INSERM, CEA DRF/Institut Joliot, Université Paris-Sud, Université Paris-Saclay, NeuroSpin Center, Gif/Yvette, France.,Faculty of Psychology and Education Sciences, University of Geneva, Geneva, Switzerland.,CNRS UMR 8240, Laboratory for the Psychology of Child Development and Education (LaPsyDE), University Paris Descartes, Université de Paris, Paris, France
| | - Ghislaine Dehaene-Lambertz
- Cognitive Neuroimaging Unit U992, INSERM, CEA DRF/Institut Joliot, Université Paris-Sud, Université Paris-Saclay, NeuroSpin Center, Gif/Yvette, France
| | - Daphne Bavelier
- Faculty of Psychology and Education Sciences, University of Geneva, Geneva, Switzerland
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Pimperton H, Kyle F, Hulme C, Harris M, Beedie I, Ralph-Lewis A, Worster E, Rees R, Donlan C, MacSweeney M. Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:2882-2894. [PMID: 31336055 PMCID: PMC6839416 DOI: 10.1044/2019_jslhr-h-19-0073] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/15/2019] [Revised: 04/04/2019] [Accepted: 04/11/2019] [Indexed: 06/10/2023]
Abstract
Purpose We developed and evaluated in a randomized controlled trial a computerized speechreading training program to determine (a) whether it is possible to train speechreading in deaf children and (b) whether speechreading training results in improvements in phonological and reading skills. Previous studies indicate a relationship between speechreading and reading skill and further suggest this relationship may be mediated by improved phonological representations. This is important since many deaf children find learning to read to be very challenging. Method Sixty-six deaf 5- to 7-year-olds were randomized into speechreading and maths training arms. Each training program was composed of a 10-min sessions a day, 4 days a week for 12 weeks. Children were assessed on a battery of language and literacy measures before training, immediately after training, and 3 months and 11 months after training. Results We found no significant benefits for participants who completed the speechreading training, compared to those who completed the maths training, on the speechreading primary outcome measure. However, significantly greater gains were observed in the speechreading training group on one of the secondary measures of speechreading. There was also some evidence of beneficial effects of the speechreading training on phonological representations; however, these effects were weaker. No benefits were seen to word reading. Conclusions Speechreading skill is trainable in deaf children. However, to support early reading, training may need to be longer or embedded in a broader literacy program. Nevertheless, a training tool that can improve speechreading is likely to be of great interest to professionals working with deaf children. Supplemental Material https://doi.org/10.23641/asha.8856356.
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Affiliation(s)
- Hannah Pimperton
- Institute of Cognitive Neuroscience, University College London, United Kingdom
- Deafness, Cognition and Language Research Centre, University College London, United Kingdom
| | - Fiona Kyle
- Division of Language and Communication Science, City University of London, United Kingdom
| | - Charles Hulme
- Department of Education, University of Oxford, United Kingdom
| | - Margaret Harris
- Faculty of Health and Life Sciences, Oxford Brookes University, United Kingdom
| | - Indie Beedie
- Institute of Cognitive Neuroscience, University College London, United Kingdom
- Deafness, Cognition and Language Research Centre, University College London, United Kingdom
| | - Amelia Ralph-Lewis
- Institute of Cognitive Neuroscience, University College London, United Kingdom
- Deafness, Cognition and Language Research Centre, University College London, United Kingdom
| | - Elizabeth Worster
- Institute of Cognitive Neuroscience, University College London, United Kingdom
| | - Rachel Rees
- Department of Language and Cognition, University College London, United Kingdom
| | - Chris Donlan
- Department of Language and Cognition, University College London, United Kingdom
| | - Mairéad MacSweeney
- Institute of Cognitive Neuroscience, University College London, United Kingdom
- Deafness, Cognition and Language Research Centre, University College London, United Kingdom
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Lei J, Gong H, Chen L. Enhanced Speechreading Performance in Young Hearing Aid Users in China. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:307-317. [PMID: 30950700 DOI: 10.1044/2018_jslhr-s-18-0153] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Purpose The study was designed primarily to determine if the use of hearing aids (HAs) in individuals with hearing impairment in China would affect their speechreading performance. Method Sixty-seven young adults with hearing impairment with HAs and 78 young adults with hearing impairment without HAs completed newly developed Chinese speechreading tests targeting 3 linguistic levels (i.e., words, phrases, and sentences). Results Groups with HAs were more accurate at speechreading than groups without HA across the 3 linguistic levels. For both groups, speechreading accuracy was higher for phrases than words and sentences, and speechreading speed was slower for sentences than words and phrases. Furthermore, there was a positive correlation between years of HA use and the accuracy of speechreading performance; longer HA use was associated with more accurate speechreading. Conclusions Young HA users in China have enhanced speechreading performance over their peers with hearing impairment who are not HA users. This result argues against the perceptual dependence hypothesis that suggests greater dependence on visual information leads to improvement in visual speech perception.
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Affiliation(s)
- Jianghua Lei
- Department of Special Education, Central China Normal University, Wuhan
| | - Huina Gong
- Department of Special Education, Central China Normal University, Wuhan
| | - Liang Chen
- Department of Communication Sciences and Special Education, University of Georgia, Athens
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