Lipreading in School-Age Children: The Roles of Age, Hearing Status, and Cognitive Ability

Autor/inn/en	Tye-Murray, Nancy; Hale, Sandra; Spehar, Brent; Myerson, Joel; Sommers, Mitchell S.
Titel	Lipreading in School-Age Children: The Roles of Age, Hearing Status, and Cognitive Ability
Quelle	In: Journal of Speech, Language, and Hearing Research, 57 (2014) 2, S.556-565 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2013_JSLHR-H-12-0273
Schlagwörter	Hearing Impairments; Deafness; Comparative Analysis; Children; Lipreading; Perceptual Development; Cognitive Ability; Language Skills; Age Differences; Visual Perception; Spatial Ability; Short Term Memory; Predictor Variables; Scores + Suchen Sie Ihr Suchwort? Hearing impairment; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Child; Kind; Kinder; Lippenlesen; Wahrnehmungsentwicklung; Denkfähigkeit; Language skill; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Kurzzeitgedächtnis; Prädiktor
Abstract	Purpose: The study addressed three research questions: Does lipreading improve between the ages of 7 and 14 years? Does hearing loss affect the development of lipreading? How do individual differences in lipreading relate to other abilities? Method: Forty children with normal hearing (NH) and 24 with hearing loss (HL) were tested using 4 lipreading instruments plus measures of perceptual, cognitive, and linguistic abilities. Results: For both groups, lipreading performance improved with age on all 4 measures of lipreading, with the HL group performing better than the NH group. Scores from the 4 measures loaded strongly on a single principal component. Only age, hearing status, and visuospatial working memory were significant predictors of lipreading performance. Conclusions: Results showed that children's lipreading ability is not fixed but rather improves between 7 and 14 years of age. The finding that children with HL lipread better than those with NH suggests experience plays an important role in the development of this ability. In addition to age and hearing status, visuospatial working memory predicts lipreading performance in children, just as it does in adults. Future research on the developmental time-course of lipreading could permit interventions and pedagogies to be targeted at periods in which improvement is most likely to occur. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://jslhr.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10