جستجوی مقالات مرتبط با کلیدواژه « گفتمان روایتی » در نشریات گروه « پزشکی »

Children with hearing loss (HL) are susceptible to language delay due to the reduced ability to receive and process audible sounds, and their access to normal language development is the main concern of their family and related professionals. This study aimed to investigate the differences present in macro- and micro-structures of oral narrative, lexical and phonological awareness skills among preschool-aged children with sensorineural HL who wear hearing aids (HA) or cochlear implant prosthesis (CI) and, children with typical development (TD). Also, the association between these language domains was explored.

Twenty-three HL children in the age range of 4 to 7 years old (including 13 children with HA and 10 children with CI), and 12 children with normal hearing were evaluated using storytelling, a lexical task, and three phonological awareness tasks. Narrative samples were transcribed and coded for several macro- (i.e., coherence) and micro-structure (i.e., grammatical complexity and cohesion) measures.

The language measures were not significantly different between children with HA and CI. Compared to their same-age peers, children with HA were significantly weaker in all language domains except syllable segmentation. Also, the scores of CI children were significantly lower than their TD peers in all language measures except syllable segmentation and coherence index (P<0.01). A positive and significant correlation (P<0.05) was observed among phonological awareness skills, lexical performances, and narrative macro- and micro-structure measures in both groups of children with HL and typical development.

Regardless of the type of hearing aids, children with HL are at greater risk for a deficit in basic and higher level language skills and so, need additional speech and language training, especially in preschool years. The associations between different language skills and their effects on language acquisition and rehabilitation of HL children are discussed.

Narrative analysis is a practical tool for comprehensive assessment of language, especially in preschoolers. The main aim of the current study was to analysis narratives of preschool children with cochlear implant (CI) and comparing it with typically developing (TD) children.   

In this cross-sectional study, the language performances of eighteen 6-7 years old children with CI and 18 TD children were compared by application of a standardized story retelling test. Inclusion criteria for participants with CI were: being monolingual speaker of Persian; having congenital and non-progressive hearing loss; experiencing the surgery of cochlear implantation before the age 4 and a having history of auditory-verbal therapy. Each of the participants of control group were matched with one participant in CI group in terms of age, gender and socioeconomic status. The mean and standard deviation of the scores of the variables were calculated. The mean and standard deviation of the macro-structure and micro-structure variables were calculated in all participants. Independent t-test non-parametric test of Mann-Whitney, was used to compare the results.

The mean scores of CI group in both macro and micro structures of language were significantly lower than the TD group (p<0.05).

The significant weaknesses of children with cochlear implant at both macrostructure and microstructure aspects of language, alongsid the importance of narrative skills as the predictor of academic performnces, indicates the need to pay more attention to narrative based therapy in the training programs of these children, especially before entering the school.