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Orthographic Learning in Children Who Are Deaf or Hard of Hearing
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Comorbidity of Auditory Processing, Attention, and Memory in Children With Word Reading Difficulties
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Early Cognitive Predictors of 9-Year-Old Spoken Language in Children With Mild to Severe Hearing Loss Using Hearing Aids
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Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age
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Thinking outside the boxes : using current reading models to assess and treat developmental surface dyslexia
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Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: summary of 5-year findings and implications
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Spoken language and everyday functioning in 5-year-old children using hearing aids or cochlear implants
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Abstract:
OBJECTIVE: This study investigated the factors influencing 5-year language, speech, and everyday functioning of children with congenital hearing loss. DESIGN: Standardised tests including PLS-4, PPVT-4 and DEAP were directly administered to children. Parent reports on language (CDI) and everyday functioning (PEACH) were collected. Regression analyses were conducted to examine the influence of a range of demographic variables on outcomes. STUDY SAMPLE: Participants were 339 children enrolled in the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study. RESULTS: Children’s average receptive and expressive language scores were approximately 1 SD below the mean of typically developing children, and scores on speech production and everyday functioning were more than 1 SD below. Regression models accounted for 70% to 23% of variance in scores across different tests. Higher nonverbal ability and earlier CI switch-on were associated with better outcomes in most domains. Earlier HA fitting and use of oral communication were associated with better outcomes on directly administered language assessments. Severity of hearing loss and maternal education influenced outcomes of children with HAs. The presence of additional disabilities affected outcomes of children with CIs. CONCLUSIONS: The findings provide strong evidence for the benefits of early HA fitting and early CI for improving children’s outcomes.
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URL: https://doi.org/10.1080/14992027.2017.1370140 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5847428/ http://www.ncbi.nlm.nih.gov/pubmed/28899200
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Developing sound skills for reading : teaching phonological awareness to preschoolers with hearing loss
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Language and speech outcomes of children with hearing loss and additional disabilities: Identifying the variables that influence performance at 5 years of age
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Developing sound skills for reading: teaching phonological awareness to preschoolers with hearing loss
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Phonological awareness at 5 years of age in children who use hearing aids or cochlear implants
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Factors affecting psychosocial and motor development in 3-year-old children who are deaf or hard of hearing
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Phonological Awareness at 5 years of age in Children who use Hearing Aids or Cochlear Implants
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Predictors of early reading skill in 5-year-old children with hearing loss who use spoken language
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Phonological awareness and early reading skills in children with cochlear implants
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Outcomes of 3-year-old children with hearing loss and different types of additional disabilities
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Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities
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Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
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