Clin Exp Otorhinolaryngol.  2018 Dec;11(4):250-258. 10.21053/ceo.2017.01011.

Spoken and Written Narrative in Persian-Speaking Students Who Received Cochlear Implant and/or Hearing Aid

• Zamani P
• Soleymani
• Rashedi V
• Farahani F
• Lotfi G
• Rezaei M

• KMID: 2439851
• DOI: http://doi.org/10.21053/ceo.2017.01011

Abstract

OBJECTIVES
To compare narrative skills between fourth and fifth grades of Persian-speaking students with hearing impairments and typical hearing students of the same grade and also to evaluate the effects of group, sex, hearing age, and educational grade of the students on their spoken/written narrative performance.
METHODS
The subjects were 174 students aged 10-13 years, 54 of whom wore cochlear implants, 60 suffered from moderate to severe hearing losses and wore hearing aids, with the remaining 60 students being typical hearing in terms of the sense of hearing. The micro- and macrostructure components of spoken and written narrative were elicited from a pictorial story (The Playful Little Elephant) and then scored by raters.
RESULTS
Compared to the typical hearing, the students with hearing impairments had significantly lower scores in all of the microstructure components of narratives. However, the findings showed no significant difference among different groups in macrostructure components of narratives. It was also revealed that the students had equal performance in spoken and written narrative. Finally, factor analysis manifested that group, sex, hearing age, and educational level of children might alter the outcome measures in various interactions.
CONCLUSION
Although cochlear implantation was more effective than hearing aid on spoken and written narrative skills, the Persian-speaking students with hearing impairments were seen to need additional trainings on microstructure components of spoken/written narrative.

Keyword

Narration; Cochlear Implants; Hearing Aids

MeSH Terms

Child
Cochlear Implantation
Cochlear Implants*
Hearing Aids*
Hearing Loss
Hearing*
Humans
Narration
Outcome Assessment (Health Care)

Reference

1. van Wieringen A, Wouters J. What can we expect of normally-developing children implanted at a young age with respect to their auditory, linguistic and cognitive skills? Hear Res. 2015; Apr. 322:171–9.

2. Firoozbakht M, Mahmoudian S, Alaeddini F, Esmaeilzadeh M, Rafiei M, Firouzbakht A, et al. Community-based newborn hearing screening programme for early detection of permanent hearing loss in Iran: an eight-year cross-sectional study from 2005 to 2012. J Med Screen. 2014; Mar. 21(1):10–7.

3. Connor CM, Craig HK, Raudenbush SW, Heavner K, Zwolan TA. The age at which young deaf children receive cochlear implants and their vocabulary and speech-production growth: is there an added value for early implantation? Ear Hear. 2006; Dec. 27(6):628–44.

4. Zamani P, Weisi F, Ravanbakhsh M, Lotfi G, Rezaei M. Combined gestures and auditory-verbal training for comprehension and production of verbs in deaf children. Indian J Otolaryngol. 2016; 22(4):243–7.

5. Spencer LJ, Barker BA, Tomblin JB. Exploring the language and literacy outcomes of pediatric cochlear implant users. Ear Hear. 2003; Jun. 24(3):236–47.

6. Iwasaki S, Nishio S, Moteki H, Takumi Y, Fukushima K, Kasai N, et al. Language development in Japanese children who receive cochlear implant and/or hearing aid. Int J Pediatr Otorhinolaryngol. 2012; Mar. 76(3):433–8.

7. Zamani P, Rahmanirasa A, Weisi F, Valadbeigi A, Farahani F, Rezaei M. Vowel production in persian deaf children with cochlear implant: is the age of implantation an important factor? Indian J Otolaryngol Head Neck Surg. 2014; Dec. 66(4):407–13.

8. Rezaei M, Emadi M, Zamani P, Farahani F, Lotfi G. Speech intelligibility in Persian hearing impaired children with cochlear implants and hearing aids. J Audiol Otol. 2017; Apr. 21(1):57–60.

9. Justice LM, Bowles R, Pence K, Gosse C. A scalable tool for assessing children’s language abilities within a narrative context: The NAP (Narrative Assessment Protocol). Early Child Res Q. 2010; 25(2):218–34.

10. Nippold MA, Taylor CL. Judgments of idiom familiarity and transparency: a comparison of children and adolescents. J Speech Lang Hear Res. 2002; Apr. 45(2):384–91.

11. Paul R. Language disorders from infancy through adolescence: assessment and intervention. 5th ed. St. Louis (MO): Mosby Elsevier;2007.

12. Kim YS, Al Otaiba S, Wanzek J. Kindergarten predictors of third grade writing. Learn Individ Differ. 2015; Jan. 37:27–37.

13. Reuterskiold C, Ibertsson T, Sahlen B. Venturing beyond the sentence level: narrative skills in children with hearing loss. Volta Rev. 2010; 110(3):389–406.

14. Luckner JL, Handley CM. A summary of the reading comprehension research undertaken with students who are deaf or hard of hearing. Am Ann Deaf. 2008; 153(1):6–36.

15. Yoshinaga-Itano C, Downey DM. Analyzing deaf or hard-of-hearing students’ written metacognitive strategies and story-grammar propositions. Volta Rev. 1996; 98(1):63–4.

16. Sharifi A, Arefi M, Vajargah KF, Kakojoibari AA. Planning and validating a writing skill curriculum for hearing-impaired students in primary school system of Iran. Audit Vestib Res. 2016; Sep. 25(3):175–82.

17. Rezaei M, Rashedi V, Morasae EK. Reading skills in Persian deaf children with cochlear implants and hearing aids. Int J Pediatr Otorhinolaryngol. 2016; Oct. 89:1–5.

18. Kormos J. Task complexity and linguistic and discourse features of narrative writing performance. J Second Lang Writ. 2011; June. 20(2):148–61.

19. Zamani P, Ravanbakhsh M, Weisi F, Rashedi V, Naderi S, Hosseinzadeh A, et al. Effect(s) of language tasks on severity of disfluencies in preschool children with stuttering. J Psycholinguist Res. 2017; Apr. 46(2):261–9.

20. Berninger VW, Abbott RD, Abbott SP, Graham S, Richards T. Writing and reading: connections between language by hand and language by eye. J Learn Disabil. 2002; Jan-Feb. 35(1):39–56.

21. Dockrell JE, Lindsay G, Connelly V. The impact of specific language impairment on adolescents’ written text. Except Child. 2009; July. 75(4):427–46.

22. Razavieh A, Shahim S. Retest reliability of the Wechsler preschool and primary scale of intelligence restandardized in Iran. Psychol Rep. 1990; Jun. 66(3 Pt 1):865–6.

23. Heydari S, Torabi Nezhad F, Agha Rasouli Z, Hoseyni F. Development of speech intelligibility measurement test for 3 to 5 years old normal children. Bimonthly Audiol. 2011; 20(1):47–53.

24. Hasanzadeh S, Minaii A. Adaptation and normalization of language development test TOLD-P: 3 for Persian-speaking children of Tehran: part 2. Res Except Child. 2002; 1:119–34.

25. Berman RA. Narrative competence and storytelling performance: how children tell stories in different contexts. J Narrat Life Hist. 1995; 5(4):285–313.

26. Rumpf AL, Kamp-Becker I, Becker K, Kauschke C. Narrative competence and internal state language of children with Asperger Syndrome and ADHD. Res Dev Disabil. 2012; Sep-Oct. 33(5):1395–407.

27. Bliss LS, McCabe A, Miranda AE. Narrative assessment profile: discourse analysis for school-age children. J Commun Disord. 1998; Jul-Aug. 31(4):347–62.

28. Jafari S, Agharasouli Z, Modaresi Y, Kamali M. Developing a story retelling test for the assessment of language structure in Persian-speaking children. Bimonthly Audiol. 2012; 21(3):51–61.

29. Bartko J. On various intraclass correlation reliability coefficients. Psychol Bull. 1976; Sep. 83(5):762–65.

30. Pakulski LA, Kaderavek JN. Narrative production by children who are deaf or hard of hearing: the effect of role-play. Volta Rev. 2001; 103(3):127–39.

31. Levorato MC, Roch M, Nesi B. A longitudinal study of idiom and text comprehension. J Child Lang. 2007; Aug. 34(3):473–94.

32. Adams C, Clarke E, Haynes R. Inference and sentence comprehension in children with specific or pragmatic language impairments. Int J Lang Commun Disord. 2009; May-Jun. 44(3):301–18.

33. Nicastri M, Filipo R, Ruoppolo G, Viccaro M, Dincer H, Guerzoni L, et al. Inferences and metaphoric comprehension in unilaterally implanted children with adequate formal oral language performance. Int J Pediatr Otorhinolaryngol. 2014; May. 78(5):821–7.

34. Mirza-Aghabeyk S, Movallali G, Taheri M, Esteki M. The effect of cued speech on story retelling in late implanted prelingual hearing impaired students. Audit Vestib Res. 2015; 24(1):25–30.

35. Scott CM, Windsor J. General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities. J Speech Lang Hear Res. 2000; Apr. 43(2):324–39.

36. Nippold MA. Language development during the adolescent years: aspects of pragmatics, syntax, and semantics. Top Lang Disord. 2000; 20(2):15–28.

37. Owens RE Jr. Language development: an introduction. 9th ed. Harlow: Pearson;2016.