Date of Award

5-2013

Degree Type

Thesis

Degree Name

Master of Science (MS)

Department

Communicative Disorders and Deaf Education

Committee Chair(s)

Kristina M. Blaiser

Committee

Kristina M. Blaiser

Committee

Karen Munoz

Committee

Karl White

Abstract

Historically, children with hearing loss have struggled to attain levels of literacy commensurate with typical hearing peers (Marschark, 2007), however, due to the use of advanced hearing technology (i.e., hearing aids and cochlear implants), children with hearing loss have demonstrated improved literacy outcomes (Johnson & Goswami, 2010). Standardized literacy, language, cognitive assessments and speech perception measures were administered to 11 preschool-age children using either hearing aids or cochlear implants. Descriptive analysis was provided regarding performance on each assessment. Correlations were made between early literacy and speech, language, and cognitive standardized test scores, speech perception measures, and hearing-related factors. Results indicated that preschool children with hearing loss are performing within the average range on early literacy measures. There is also variability among children with hearing loss on their early literacy performance. Auditory and visual cognitive processing is correlated with early literacy skills.

Comments

This work made publicly available electronically on December 19, 2012.

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