Cochlear Reading Ability Study

MacArthur-Bates Communicative Developmental Inventories (CDI)-words and sentences is a level one standardised parent report. Reports with a parent “who know a child well can provide a wealth of information to supplement our direct clinical assessment” (Paul, & Norbury, 2012, p. 44). The report is divided into two parts. Part I ‘Words child use’ and part II ‘Sentences and grammar’. The CDI targets current and emerging behaviours and the focus of this assessment is on the semantic domain for vocabulary size and sentence types because of the parental concerns about expressive language. In the report there are standard instructions about the completion of each section.

In today’s society there is an ongoing debate of weather children who are deaf should receive cochlear implants. A cochlear implant is a device that takes sound wave and changes the waves into electrical activity for the brain to interpret. Wire called electrodes are surgically implanted into the cochlear nerve which receives a signal from the microphone attached to the transmitter and speech processor. The microphone captures the sound from the environment and the speech processor filters the noise versus speech. Then the transmitter sends an electrical signal through the electrodes to stimulate the cochlear nerve. Every person has a different thought depending on their experiences in their life whether deaf children should receive cochlear

Formal standardized tests or screens that are used for children whose mother tongue is not English are often not very helpful for the following reasons

During April of 2013 Elizabeth Walker and Karla McGregor wanted to determine if the three aspects of the word learning process is a complication for children with cochlear implants. Kids with CI’s may have smaller open-minded and demonstrative vocabularies than their peers who are hearing. There is also verification that children with cochlear implants show slower rates of vocabulary growth compared with hearing children. To achieve great academic success children need to have a strong vocabulary. Children who are

This article "I Have a Child With a Cochlear Implant in My Preschool Classroom. Now, What?" by Carrie A. Davenport and Sheila R. Albert-Morgan dealt with the issue of exploring the fact that although cochlear implant technology is progressing rapidly through the years, there is however still a lack of capacity at the school level. This article also provides awareness of what individualized education program (IEP) teams can practice while raising the learning skills of a deaf child who uses cochlear implants. The main focus of this article is to help teachers provide the best education for children who are deaf and use cochlear implants while in classrooms, by implementing ways teachers can provide the appropriate accommodations to their students,

A cochlear implant is a surgically implanted electronic device that provides a sense of sound to a person who is profoundly deaf or severely hard of hearing. To what degree is there a difference in communicative and responsive verbal language skills in children who are fitted with a cochlear implant and children who have no hearing responsive impairment? Research validates that the cochlear implant has improved the hearing capability in children. The purpose of this project is to explain the differences in communicative and verbal language skills, performance on cognitive tasks, and reading comprehension in children with normal hearing and children with the cochlear implant.

In the article “Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches” the authors talked about children need regularly and meaningfully accessible to human language. Children that have not acquired a language in the early years might never speak fluently in any language. This critical period is for children to develop their first language skills. Most children that are born deaf in the developed countries have cochlear devices implanted, but these devices do not offer accessible language to many deaf children. This device might cause the child to miss the critical period that is needed for children.

The research that indicates that my solution to the identified problem should help resolve the problem is Dillon and Pisoni’s (2006), work with deaf students in which they found that children with cochlear implants lack in the development of phonological processing and reading skills. The mode of communication was a contributing factor in the level of which each student was performing in the area of reading. The research in this article focuses on comprehension levels of students who wear cochlear implants. It can help others gain further understanding about why children who are deaf significantly struggle in many areas of reading and comprehension.

Do you find yourself embarrassed and frustrated when you're with people? If you feel hearing loss could be the cause, you've come to the right place for quality hearings aids in Stevens Point, WI. Unfortunately, because a loss of hearing occur gradually, most people adjust their lives to live with it without realizing it. However, nine out of 10 people can immensely improve their lives with a hearing aid, and the good news is at Miracle-Ear, we've made great advancements in hearing aid technology. Our hearing aids are more discreet, functional, and reliable than ever.

As a result of later identification of hearing loss, the average deaf or hard-of-hearing student graduates from high school with a significantly lower reading level compared to their hearing peers (Yoshinaga-Itano, Sedey, Coulter, & Mehl, 1998). Therefore, a protocol to screen all infants before six months of age is important for optimal speech and language development. However, Bess and Paradise (1994) challenged the effectiveness of implementing universal newborn hearing screening (UNHS), stating previous studies lacked extensive research, thus causing limitations of such protocol. After the objections made by Bess and Paradise (1994), Yoshinaga-Itano et al. (1998) developed a study which compared language abilities in children whose hearing loss was identified early or later in life. Children who were deaf and hard-of- hearing were divided into two groups based upon the age when their hearing loss was identified.

The cochlea in the inner ear is shaped like the spiral shell of a snail which separates two membranes; Reissner’s Membrane and the Basilar Membrane (BM) (Moore, 2007). It consists three fluid-filled chambers that coil together; scale tympani (SV), scala vestibule (SV), and scala media (SM). However, the main important functional parts in the cochlear are; the basilar membrane which separates the scala media and the scala tympani; the organ of Corti, which contain the hair cells; and the stria vascularis which secretes the fluid in the scala media and provides an energy source to the transducer (Young et al., 2007). In the human ear the cochlear functions as a transducer as well as a frequency analyser (experimented by Von Bekeys, 1960).

Our SLP, uses the Preschool Language Scale 5th edition, Goldman Fristoe 2 Test of Articulation, and the Kahn Lewis Phonological Analysis 2. With these test she compares the student’s scores to other students their age. This way she can see where they fall at they can below, same or above the target of the other students. We use the Battelle Screener for the students coming into the program. This allows us to see where the student is developmentally compared to the average student that age. It allows us to see if there are any developmental needs for the student that we need to look more into. A norm-based instrument is used to see where a student is at and it shows where they need to be. If you want to know how a child is compared to the other

I enjoyed reading your post. I agree with you that having complete loss of your vision would be the hardest for me too. Even though being deaf would be a challenge, I feel that I would be able to handle it somewhat better. I feel that the hardest obstacle for me with being blind would be not seeing my children growing up. As far as having a hearing impairment, I have a friend that was completely deaf from birth and she has a little boy. She did have some challenges raising him when he was an infant, but she had tools that she used like at night she would wear a sensor that would vibrate to alert her that the baby monitor was going off. She handled it well because she this is all she knew. Luckily for her, she can hear now after having surgery

The most known part of the auditory system is the cochlea, which is a spiral fluid filled tube inside our ear. This organ has three different divisions or most commonly called the scalae, which makes it circulate together around the central core and it creates something similar looking to a snail with a shell. This is where many of the blood vessels as well as the auditory nerve are confined. The organ of Corti, which is the site for all of the receptor cell sis found one membrane between the scalae and basilar membrane. The cochlea is one of the most important organs of the auditory system because it has many functions that are vital to our hearing and processing of soundwaves. The cochlea accomplishes an analysis of frequency with a great degree of resolution but it filters out the ringing noise, which would usually be present in such high degree frequency resolution.

There are common tests used for each domain. For example, when testing cognition, the evaluator may use the Mullen Scales of Early Learning (Cdc.gov, 2017). For speech and communication, the Preschool Language Scale is a frequently used assessment tool (Cdc.gov, 2017). The Peabody Development Motor Scales evaluates fine and gross motor (Cdc.gov, 2017). Vineland Adaptive Behavior Scales is used to assess adaptive skills (Cdc.gov, 2017).