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Investigation of Studies on Language Skills in Children With Congenital Severe to Profound Hearing Loss

Yıl 2015, Cilt: 16 Sayı: 2, 392 - 407, 31.12.2015

Pelin Piştav Akmeşe

https://doi.org/10.12984/eed.60663
Cited By: 1

Öz

Hearing loss, arising congenitally or in the prelingual period, affects child’s language development, and leads to delays of his/her social, cognitive and emotional development fields when compared to his/her peers. As the degree of hearing loss increases, children’s speech production and vocabulary decrease, and their reading and writing skills decline. The children with congenital severe to profound hearing loss experience problems in different components of language when compared to normal hearing peers. It is necessary that language skills of these children be studied in detail for their language skills to be determined and for intervention programs aiming at these fields to be created. In this study, it is aimed to examine language skills which are prerequisition for academic achievement of these children in their school life. Early period language development enables to determine cognitive process skills and academic difficulties of the children with congenital severe to profound hearing loss. The practice of intervention program arranged in accordance with the analysis and results of analysis of different language fields will increase the effectiveness of intervention and enable their future academic achievement. In addition, the objectives should be carefully selected in the dimension of understanding and expressing the language for its different components, and in early period syntax, semantic, vocabulary and pragmatic skills should be more intensely promoted.

Anahtar Kelimeler

congenital severe to profound hearing loss language development academic achievement

Kaynakça

  • Boons T., Raeve L. D., Langereis, M., Peeraer, L.,Wouters, J., and Wieringen, A.(2013). Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation. Research in Developental Disabilities, 34(6), 2008-2022.
  • Crosson, J., and Geers A,. (2001). Analysis of Narrative Ability in Children with Cochlear Implants. Ear and Hearing, 22(5), 381-394.
  • Da Silva, M.P., Comerlatto-Junior, A.A., Bevilacqua, M.C., and Lopes-Herrera, S.A. (2011). Instruments to assess the oral language of children fitted with a cochlear implant: A systematic review. Journal of Applied Oral Science, 19(6), 549-553.
  • Duchesne, L., Sutton, A., and Bergeron, F. (2009). Language achievement in children who received cochlear implants between 1 and 2 years of age: Group trends and individual patterns. Journal of Deaf Studies and Deaf Education, 14(4), 465-485.
  • Ekinci, D. (2007). “Türkçe konuşan işitme engelli çocukların ad durum eklerini kullanma becerilerinin incelenmesi” Yayımlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir.
  • Fazio, B.B., Naremore, R.C., and Connell, P.J. (1996). Tracking children from poverty at risk for specific language impairments: A 3-year longitudinal study. Journal of Speech and Hearing Research, 39, 611-624.
  • Fitzpatrick, E.M., Crawford, L., Ni, A. and Durieux-Smith, A. (2011). Descriptive analysis of language and speech skills in 4 to 5 years old children with hearing loss. Ear and Hearing, 32(5), 605-16.
  • Geers, A.E., Brenner, C., and Davidson, L. (2003a). Factors associated with development of speech perception skills in children implanted by age five. Ear and Heaing, 24, 24-35.
  • Geers, A.E., and Brenner, C. (2003b). Background and educational characteristics of prelingually deaf children implanted by five years of age. Ear and Hearing, 24, 2-14.
  • Geers, A.E., Moog, J.S., Biedenstein, J., Brenner, C., and Hayes, H. (2009). Spoken language scores of children using cochlear implants compared to hearing age-mates at school entry. Journal of Deaf Studies and Deaf Education, 14(3), 371-385.
  • Güldenoğlu, İ.B. (2012). “İşiten Ve İşitme Engelli Okuyucuların Kelime İşlemeleme İle Okuduğunu Anlama Becerilerinin Karşılaştırmalı Olarak İncelenmesi” Yayımlanmamış doktora tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Gündüz, S. (2011). “4-6 Yaş Grubu Erken Ve Geç İmplantlı Çocukların Dil Gelişimlerinin 4-6 Yaş Grubu Normal İşitmeye Sahip Çocukların Dil Gelişimleri İle Karşılaştırılması” Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
  • Hayes, H., Geers, A., Treiman, R., Moog, J.S. (2009). Receptive Vocabulary Development in Deaf Children with Cochlear Implants: Achievement in an Intensive Auditory-Oral Educational Setting. Ear and Hearing, 30(1), 128-35.
  • Hosie, J.A., and Gray, C.D. (1996). Deafness, story understanding and Theory of Mind. Journal of Deaf Studies and Deaf Education, 1, 217-233.
  • Karasu, H.P. (2011). “İşitme Engelli Öğrenciler ve Normal İşiten Öğrencilerin Okuma Becerilerinin Formel Olmayan Okuma Envanteri ile Değerlendirilmes” Yayımlanmamış doktora tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Kunisue, K., Fukushima, K., Kawasaki, A., Maeda, Y., Nagayasu, R., Kataoka, Y., Kariya, S., Fukutomi, Y., Takami, H., and Nishizaki, K. (2007). Comprehension of abstract words among hearing impaired children International Journal of Pediatric Otorhinolaryngology, 71, 1671-1679.
  • Le Normand, M.T., Ouellet, C., and Cohen, H. (2003). Productivity of lexical categories in French-speaking children with cochlear implants. Brain and Cognition, 53, 257-262.
  • Marschark, M., Rhoten, C. and Fabich, M. (2007). Effects of cochlear implants on children’s reading and academic achievement. Journal of Deaf Studies and Deaf Education, 12(3), 269-282.
  • Miyamoto, R.T., Hay-McCutcheon, M.J., Kirk K.I., Houston, D.M., and Bergeson-Dana, T. (2008).Language Skills of Profoundly Deaf Children who Received Cochlear Implants under 12-months of Age: A Preliminary Study. Acta Oto- Laryngologica, 128(4), 373-380.
  • Niparko, J.K., Tobey, E.A., Thal, D.J., Eisenberg, L.S., Wang, N.Y., Quittner, A.L., and Fink, N.E. (2010). Spoken language development in children following cochlear implantation. Journal of the American Medical Association, 303(15), 1498-1506.
  • Nott, P., Cowan, R., Brown, P. M., and Wigglesworth, G. (2009). Early language development in children with profound hearing loss fitted with a device at a young age: Part I-the time period taken to acquire first words and first word combinations. Ear and Hearing, 30(5), 526-540.
  • O’Neill, D.K., Pearce, M.J., and Pick, J.L. (2004). Preschool children’s narratives and performance on the Peabody Individualized Achievement Test Revised: Evidence of a relation between early narrative and later mathematical ability. First Language, 24, 149-183.
  • Sarıkaya, Y. (2011). “İki yaşından önce koklear implant olan 3-6 yaşları arasındaki çocuklarda konuşma algısı ile ortalama sözce uzunluğu arasındaki ilişkinin incelenmesi” Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
  • Schorr, E.A., Roth, F.P., and Fox, N.A. (2008). A comparison of the speech and language skills of children with cochlear implants and children with normal hearing. Communication Disorders Quarterly, 29(4), 195-210.
  • Sennaroğlu, L. (2003). Konjenital Sensörinöral İşitme Kayıpları. U. Akyol (Eds.) Pediatrik Kulak Burun Boğaz Hastalıkları (p.51-58). Ankara:Güneş Kitapevi.
  • Soares, A.D., Goulart, B.N., and Chiari, B.M. (2010). Narrative competence among hearingimpaired and normal-hearing children: analytical cross-sectional study. Sao Paulo Medical Journal, 128(5), 284-288.
  • Spencer, P.E. and Marschark, M. (2003). Cochlear Implants: Issues and Implication. In P.E. Spencer and M. Marschark (Eds.) Deaf Studies, Language and Education (p.434-448). Londan: Oxford University Press, Inc.
  • Spencer, P.E. (2004). Individual differences in language performance after cochlear implantation at one to three years of age: Child, family, and linguistic factors. The Journal of Deaf Studies Deaf Education, 9, 395-412.
  • Svirsky, M.A., Stallings, L.M., Lento, C.L., Ying, E.A., and Leonard, L.B. (2002). Grammatical morphologic development in pediatric cochlear implant users may be affected by the perceptual prominence of the relevant markers. Annals of Otology, Rhinology and Laryngology, 111, 109-112.
  • Szagun, G. (2004). Learning by ear: On the acquisition of case and gender marking by German-speaking children with normal hearing and with cochlear implants. Journal of Child Language, 31, 1-30.
  • Turan, Z., Küçüköncü, D.T., Cankuvvet, N., ve Yolal, Y. (2012) Evaluation of language and listening skills of the children with hearing loss who use cochlear implants and hearing aids. Gülhane Medical Journal, 54(2), 142-150.
  • Yoshinaga-Itano, C., Sedey, A.L., Coulter, D.K., and Mehl, A.L. (1998). Language of early- and later identified children with hearing loss. Peadiatrics, 102, 1161-1171.
  • Young, G.A., and Killen, D.H. (2002). Receptive and expressive language skills of children with five years of experience using a cochlear implant. Annals of Otology, Rhinology and Laryngology, 111, 802-810.

Doğuştan İleri/ Çok İleri Derecede İşitme Kayıplı Çocukların Dil Becerilerine İlişkin Araştırmaların İncelenmesi

Yıl 2015, Cilt: 16 Sayı: 2, 392 - 407, 31.12.2015

Pelin Piştav Akmeşe

https://doi.org/10.12984/eed.60663
Cited By: 1

Öz

Doğuştan veya dil öncesi dönemde ortaya çıkan işitme kaybı, çocuğun dil gelişimini etkileyerek bilişsel, sosyal ve duygusal gelişim alanlarında normal işiten yaşıtlarına göre gecikmelere neden olabilmektedir. İşitme kaybının derecesi arttıkça çocukların konuşma üretimi azalmakta, konuşma algısı, okuma-yazma becerisi ve akademik başarısı düşmektedir. Doğuştan ileri ve çok ileri derecede işitme kaybı olan çocuklar normal işten akranlarına göre dilin farklı bileşenlerinde sınırlılıklar yaşamaktadırlar. Bu yüzden dil becerilerin belirlenmesi ve bu alanlara yönelik erken müdahale programlarının oluşturulması gerekmektedir. Bu makalede çocukların okul hayatlarındaki akademik başarısı için ön koşul olan dil becerilerinin kapsamlı olarak incelenmesi amaçlanmıştır. Doğuştan çift taraflı ileri ve çok ileri derecede işitme kaybı olan çocukların erken dönem dil gelişimi çocukların bilişsel süreç becerilerini ve akademik güçlüklerini belirlemede kolaylık sağlamaktadır. Bu çocukların farklı dil alanlarının analizi edilmesi ve analiz sonuçlarına göre hazırlanan müdahale programının uygulanması çocukların dil becerilerini artırarak ileri ki akademik başarılarına katkı sağlayacaktır. Müdahale programlarında dilin farklı bileşenleri için dili anlama ve ifade etme boyutlarında hedeflerin dikkatle seçilmesi ve erken dönemde sözdizimi, anlam bilim, sözcük dağarcığı ve kullanım alanlarındaki becerilerinin daha yoğun olarak desteklenmesi son derece önemlidir.

Anahtar Kelimeler

Doğuştan ileri ve çok ileri derecede işitme kaybı dil gelişimi akademik başarı gelişimini etkileyen faktörler

Kaynakça

  • Boons T., Raeve L. D., Langereis, M., Peeraer, L.,Wouters, J., and Wieringen, A.(2013). Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation. Research in Developental Disabilities, 34(6), 2008-2022.
  • Crosson, J., and Geers A,. (2001). Analysis of Narrative Ability in Children with Cochlear Implants. Ear and Hearing, 22(5), 381-394.
  • Da Silva, M.P., Comerlatto-Junior, A.A., Bevilacqua, M.C., and Lopes-Herrera, S.A. (2011). Instruments to assess the oral language of children fitted with a cochlear implant: A systematic review. Journal of Applied Oral Science, 19(6), 549-553.
  • Duchesne, L., Sutton, A., and Bergeron, F. (2009). Language achievement in children who received cochlear implants between 1 and 2 years of age: Group trends and individual patterns. Journal of Deaf Studies and Deaf Education, 14(4), 465-485.
  • Ekinci, D. (2007). “Türkçe konuşan işitme engelli çocukların ad durum eklerini kullanma becerilerinin incelenmesi” Yayımlanmamış yüksek lisans tezi, Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü, Eskişehir.
  • Fazio, B.B., Naremore, R.C., and Connell, P.J. (1996). Tracking children from poverty at risk for specific language impairments: A 3-year longitudinal study. Journal of Speech and Hearing Research, 39, 611-624.
  • Fitzpatrick, E.M., Crawford, L., Ni, A. and Durieux-Smith, A. (2011). Descriptive analysis of language and speech skills in 4 to 5 years old children with hearing loss. Ear and Hearing, 32(5), 605-16.
  • Geers, A.E., Brenner, C., and Davidson, L. (2003a). Factors associated with development of speech perception skills in children implanted by age five. Ear and Heaing, 24, 24-35.
  • Geers, A.E., and Brenner, C. (2003b). Background and educational characteristics of prelingually deaf children implanted by five years of age. Ear and Hearing, 24, 2-14.
  • Geers, A.E., Moog, J.S., Biedenstein, J., Brenner, C., and Hayes, H. (2009). Spoken language scores of children using cochlear implants compared to hearing age-mates at school entry. Journal of Deaf Studies and Deaf Education, 14(3), 371-385.
  • Güldenoğlu, İ.B. (2012). “İşiten Ve İşitme Engelli Okuyucuların Kelime İşlemeleme İle Okuduğunu Anlama Becerilerinin Karşılaştırmalı Olarak İncelenmesi” Yayımlanmamış doktora tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Gündüz, S. (2011). “4-6 Yaş Grubu Erken Ve Geç İmplantlı Çocukların Dil Gelişimlerinin 4-6 Yaş Grubu Normal İşitmeye Sahip Çocukların Dil Gelişimleri İle Karşılaştırılması” Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
  • Hayes, H., Geers, A., Treiman, R., Moog, J.S. (2009). Receptive Vocabulary Development in Deaf Children with Cochlear Implants: Achievement in an Intensive Auditory-Oral Educational Setting. Ear and Hearing, 30(1), 128-35.
  • Hosie, J.A., and Gray, C.D. (1996). Deafness, story understanding and Theory of Mind. Journal of Deaf Studies and Deaf Education, 1, 217-233.
  • Karasu, H.P. (2011). “İşitme Engelli Öğrenciler ve Normal İşiten Öğrencilerin Okuma Becerilerinin Formel Olmayan Okuma Envanteri ile Değerlendirilmes” Yayımlanmamış doktora tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Kunisue, K., Fukushima, K., Kawasaki, A., Maeda, Y., Nagayasu, R., Kataoka, Y., Kariya, S., Fukutomi, Y., Takami, H., and Nishizaki, K. (2007). Comprehension of abstract words among hearing impaired children International Journal of Pediatric Otorhinolaryngology, 71, 1671-1679.
  • Le Normand, M.T., Ouellet, C., and Cohen, H. (2003). Productivity of lexical categories in French-speaking children with cochlear implants. Brain and Cognition, 53, 257-262.
  • Marschark, M., Rhoten, C. and Fabich, M. (2007). Effects of cochlear implants on children’s reading and academic achievement. Journal of Deaf Studies and Deaf Education, 12(3), 269-282.
  • Miyamoto, R.T., Hay-McCutcheon, M.J., Kirk K.I., Houston, D.M., and Bergeson-Dana, T. (2008).Language Skills of Profoundly Deaf Children who Received Cochlear Implants under 12-months of Age: A Preliminary Study. Acta Oto- Laryngologica, 128(4), 373-380.
  • Niparko, J.K., Tobey, E.A., Thal, D.J., Eisenberg, L.S., Wang, N.Y., Quittner, A.L., and Fink, N.E. (2010). Spoken language development in children following cochlear implantation. Journal of the American Medical Association, 303(15), 1498-1506.
  • Nott, P., Cowan, R., Brown, P. M., and Wigglesworth, G. (2009). Early language development in children with profound hearing loss fitted with a device at a young age: Part I-the time period taken to acquire first words and first word combinations. Ear and Hearing, 30(5), 526-540.
  • O’Neill, D.K., Pearce, M.J., and Pick, J.L. (2004). Preschool children’s narratives and performance on the Peabody Individualized Achievement Test Revised: Evidence of a relation between early narrative and later mathematical ability. First Language, 24, 149-183.
  • Sarıkaya, Y. (2011). “İki yaşından önce koklear implant olan 3-6 yaşları arasındaki çocuklarda konuşma algısı ile ortalama sözce uzunluğu arasındaki ilişkinin incelenmesi” Yayımlanmamış yüksek lisans tezi, Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
  • Schorr, E.A., Roth, F.P., and Fox, N.A. (2008). A comparison of the speech and language skills of children with cochlear implants and children with normal hearing. Communication Disorders Quarterly, 29(4), 195-210.
  • Sennaroğlu, L. (2003). Konjenital Sensörinöral İşitme Kayıpları. U. Akyol (Eds.) Pediatrik Kulak Burun Boğaz Hastalıkları (p.51-58). Ankara:Güneş Kitapevi.
  • Soares, A.D., Goulart, B.N., and Chiari, B.M. (2010). Narrative competence among hearingimpaired and normal-hearing children: analytical cross-sectional study. Sao Paulo Medical Journal, 128(5), 284-288.
  • Spencer, P.E. and Marschark, M. (2003). Cochlear Implants: Issues and Implication. In P.E. Spencer and M. Marschark (Eds.) Deaf Studies, Language and Education (p.434-448). Londan: Oxford University Press, Inc.
  • Spencer, P.E. (2004). Individual differences in language performance after cochlear implantation at one to three years of age: Child, family, and linguistic factors. The Journal of Deaf Studies Deaf Education, 9, 395-412.
  • Svirsky, M.A., Stallings, L.M., Lento, C.L., Ying, E.A., and Leonard, L.B. (2002). Grammatical morphologic development in pediatric cochlear implant users may be affected by the perceptual prominence of the relevant markers. Annals of Otology, Rhinology and Laryngology, 111, 109-112.
  • Szagun, G. (2004). Learning by ear: On the acquisition of case and gender marking by German-speaking children with normal hearing and with cochlear implants. Journal of Child Language, 31, 1-30.
  • Turan, Z., Küçüköncü, D.T., Cankuvvet, N., ve Yolal, Y. (2012) Evaluation of language and listening skills of the children with hearing loss who use cochlear implants and hearing aids. Gülhane Medical Journal, 54(2), 142-150.
  • Yoshinaga-Itano, C., Sedey, A.L., Coulter, D.K., and Mehl, A.L. (1998). Language of early- and later identified children with hearing loss. Peadiatrics, 102, 1161-1171.
  • Young, G.A., and Killen, D.H. (2002). Receptive and expressive language skills of children with five years of experience using a cochlear implant. Annals of Otology, Rhinology and Laryngology, 111, 802-810.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Pelin Piştav Akmeşe

Yayımlanma Tarihi 31 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 16 Sayı: 2

Kaynak Göster

APA Piştav Akmeşe, P. (2015). Doğuştan İleri/ Çok İleri Derecede İşitme Kayıplı Çocukların Dil Becerilerine İlişkin Araştırmaların İncelenmesi. Ege Eğitim Dergisi, 16(2), 392-407. https://doi.org/10.12984/eed.60663

Cited By

Türkiye’de İşaret Dili Eğitimine Yönelik Güncel Sorunlar
Turkish Journal of Special Education Research and Practice
https://doi.org/10.37233/TRSPED.2023.0137
 Kapak Resmi İndir

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