Essay On Phonological Awareness Skills
PHONOLOGICAL AWARENESS SKILLS OF CHILDREN WITH COCHLEAR IMPLANT
Shivraj L Bhimte :
Shrikrushna Gawande
Introduction :
Earliest study in children with hearing impairment reported that, the average high school graduate who was deaf demonstrated a third-to-fourth grade reading level (Furth, 1966; Krose, Lotz, Puffer, & Osberger, 1986). Due to technological advancement recent studies now consistently report that, as a group, school-age children with Cochlear implant demonstrate reading comprehension scores that are near or within the average range compared with their hearing peers (i.e. within 1.5 standard deviations of the mean of their normal-hearing peers; Des Jardin, Ambrose, & Eisenberg, 2008; Geers & Hyes, 2011; Johnson & Goswami, 2010;
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RESULTS AND DISCUSSION:
Phonological awareness skill of experimental group and control group was compared by using independent sample t-tail test. Further Pearson product correlation test was used to check relationship between phonological awareness skills with linguistic skills, speech perception and production of the CI. When phonological skills compared between control subject and CI users statically significant difference was seen. Control subjects were having superior ability in phonological awareness than children with CI.
For the CI group, phonological awareness were significantly correlated with language, speech production, and speech perception. Together these predictor variables accounted for 30% of variance in the CI group’s phonological awareness.
Finding of research study implication are, prior to the advent of CIs, many curricular and instruction techniques used with students who are deaf avoided inclusion of sound-based instruction, such as phonics, due to the assumption that they could not access this information. For example, instead of teaching sound–letter correspondences, teachers might focus on whole-word recognition (Fletcher-Campbell,
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