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Assessment of listening skills in hearing children and children with cochlear implant prior to or at the school entrance

Mojca Hrovat (2019) Assessment of listening skills in hearing children and children with cochlear implant prior to or at the school entrance. MSc thesis.

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    Listening is crucial for receiving information, for speech and language development, communication with the environment and later on for acquisition of academic skills. Listening development follows levels of detection, discrimination, identification and comprehension. From birth, hearing children acquire listening skills mostly spontaneously. Deaf and hard of hearing on the other hand need a gradual treatment to learn how to listen. Both hearing and deaf with cochlear implant follow the same procedure of listening development, but they differ in the progression rate. Early implantation (for deaf children suitable for cochlear implant) and (re)habilitation are very important to catch the most sensitive period in which listening, speaking and language develop at highest intensity for as long as possible. In the empirical part of the dissertation we assessed all four levels of listening development (detection, discrimination, identification and comprehension) in a group of 30 hearing children and 10 children with cochlear implant aged 5 or 6 with an assessment tool designed for the purpose of the dissertation. Descriptive statistics indicated hearing children have better results on all levels and on whole test, but more noticeable differences are only visible at discrimination and comprehension levels and in individual tasks. Objective reasons prevented testing statistical significance of differences between results of hearing children and children with cochlear implant. Successfulness in individual tasks of both hearing children and children with cochlear implant does not decrease clearly with increasing listening difficulty, as we would expect based on hierarchy of listening development levels. This corresponds to theoretical basis relating to overlapping and simultaneous development of all listening levels. Due to a small group sample and overlapping factors of cochlear implantation time and the presence of additional disabilities, we cannot make clear conclusions based on the comparison between children who received cochlear implant by age of 2 and children who received it after this age. The same applies for comparison between children with and without additional disabilities. There is no statistically significant difference between children of higher hearing age and children of lower hearing age. Statistically significant difference between children with and without additional disabilities is only seen with song lyrics comprehension. The set of tasks for each level of listening development in the tool which was formed within the dissertation work could be used for assessment of listening skills, encouraging listening development and monitoring the progress of children who have listening difficulties.

    Item Type: Thesis (MSc thesis)
    Keywords: listening skills, detection, discrimination, identification, comprehension, hearing loss, cochlear implant (CI)
    Number of Pages: 103
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Damjana KogovšekMentor
    asist. dr. Jerneja Novšak BrceComentor
    Link to COBISS: https://plus.si.cobiss.net/opac7/bib/peflj/12504649
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 5834
    Date Deposited: 05 Jul 2019 10:24
    Last Modified: 05 Jul 2019 10:24
    URI: http://pefprints.pef.uni-lj.si/id/eprint/5834

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