ABSTRACT
Objective: Cochlear Implant has very positive impact on expressive language growth of children with severe impaired hearing and the effectiveness of Cued Speech has been studied in several investigations. The purpose of this study was to assess the effectiveness of using Cued Speech on topic maintenance, basic information and sequence events of the story in the late cochlear implanted prelingually hearing impaired students
Materials and Methods: This has been an experimental study and pre-test, post- test plan was used. Nine prelingually hearing impaired students who were late cochlear implanted and were between the ages of 11 and 16 years and 9 months from Loghman Cochlear implant center were selected by available sampling method. Our tool was story telling test. The Persian Cued Speech training program was carried out for 8 weeks in sixteen 60-minutes sessions. After that all students were assessed again. In this study we have used Kolmogorov - Smirnov Z-test and t-test for dependent groups
Results: Results revealed Cued Speech have positive and significant effects on topic maintenance, basic information and sequence events of the story in the late cochlear implanted pre-lingually hearing impaired students [P and le0.01]
Conclusion: Our results demonstrated that using Cued Speech for the late cochlear implanted pre-lingually hearing impaired students can be effective for their language skills
ABSTRACT
Valid identification, prevention, and treatment of language disorders have a high priority for the clinicians. Story retelling is a method for studying language development which is faster than other procedures in implementing and analyzing, and has a reliable scoring system. The aim of this project is to construct story retelling test for assessing language structure in 6-7 year old, Persian children. An appropriate story for 6-7 year old children was written by the help of a speech pathologist, a linguist, and a novelist. The validity of the constructed story was checked by 14 experts. Then related pictures were design and their validity was examined. The test was conducted on 72 children [36 girls, 36 boys] of 6-7 years. The reliability was administered with a test-retest design with a two week interval. The reliability of the scoring system was evaluated with inter-rater method. Content validity index for this test was 89%, interclass correlation was 83%, and standard error of measurement was 2.76. The interclass correlation for scoring system was 93% and Pearson's correlation was 90%. Correlation of the test-retest scores was statistically significant [p<0.01]. This story retelling test has appropriate validity and reliability. It is suitable for quick assessment of language structure in 6-7 year old, Persian children