Cognitive development, reading and prosodic skills in children with cochlear implants

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Cognitive development, reading and prosodic skills in children with cochlear implants. / Lyxell, Bjorn; Wass, Malin; Sahlén, Birgitta; Samuelsson, Christina; Asker-Árnason, Lena; Ibertsson, Tina; Maki-Torkko, Elina; Larsby, Birgitta; Hallgren, Mathias.

I: Scandinavian Journal of Psychology, Vol. 50, Nr. 5, 2009, s. 463-474.

Forskningsoutput: TidskriftsbidragArtikel i vetenskaplig tidskrift

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Lyxell, B, Wass, M, Sahlén, B, Samuelsson, C, Asker-Árnason, L, Ibertsson, T, Maki-Torkko, E, Larsby, B & Hallgren, M 2009, 'Cognitive development, reading and prosodic skills in children with cochlear implants', Scandinavian Journal of Psychology, vol. 50, nr. 5, s. 463-474. https://doi.org/10.1111/j.1467-9450.2009.00754.x

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Author

Lyxell, Bjorn ; Wass, Malin ; Sahlén, Birgitta ; Samuelsson, Christina ; Asker-Árnason, Lena ; Ibertsson, Tina ; Maki-Torkko, Elina ; Larsby, Birgitta ; Hallgren, Mathias. / Cognitive development, reading and prosodic skills in children with cochlear implants. I: Scandinavian Journal of Psychology. 2009 ; Vol. 50, Nr. 5. s. 463-474.

RIS

TY - JOUR

T1 - Cognitive development, reading and prosodic skills in children with cochlear implants

AU - Lyxell, Bjorn

AU - Wass, Malin

AU - Sahlén, Birgitta

AU - Samuelsson, Christina

AU - Asker-Árnason, Lena

AU - Ibertsson, Tina

AU - Maki-Torkko, Elina

AU - Larsby, Birgitta

AU - Hallgren, Mathias

PY - 2009

Y1 - 2009

N2 - This report summarizes some of the results of studies in our laboratory exploring the development of cognitive, reading and prosodic skills in children with cochlear implantation (CI). The children with CI performed at significantly lower levels than the hearing comparison group on the majority of cognitive tests, despite showing levels of nonverbal ability. The differences between children with CI and hearing children were most pronounced on tasks with relatively high phonological processing demands, but they were not limited to phonological processing. Impairment of receptive and productive prosody was also evident in children with CI. Despite these difficulties, 75% of the children with CI reached a level of reading skill comparable to that of hearing children. The results are discussed with respect to compensation strategies in reading.

AB - This report summarizes some of the results of studies in our laboratory exploring the development of cognitive, reading and prosodic skills in children with cochlear implantation (CI). The children with CI performed at significantly lower levels than the hearing comparison group on the majority of cognitive tests, despite showing levels of nonverbal ability. The differences between children with CI and hearing children were most pronounced on tasks with relatively high phonological processing demands, but they were not limited to phonological processing. Impairment of receptive and productive prosody was also evident in children with CI. Despite these difficulties, 75% of the children with CI reached a level of reading skill comparable to that of hearing children. The results are discussed with respect to compensation strategies in reading.

KW - cognitive development

KW - Cochlear implants

KW - children

KW - prosody

KW - reading

KW - skill

U2 - 10.1111/j.1467-9450.2009.00754.x

DO - 10.1111/j.1467-9450.2009.00754.x

M3 - Article

VL - 50

SP - 463

EP - 474

JO - Scandinavian Journal of Psychology

JF - Scandinavian Journal of Psychology

SN - 1467-9450

IS - 5

ER -