Written Language Ability in Mandarin-Speaking Children with Cochlear Implants

Abstract EN

Objectives.

To examine narrative writing in cochlear implant (CI) children and understand the factors associated with unfavorable outcomes.

Materials and Methods.

Forty-five CI children in grades 2–6 participated in this study.

They received CIs at 4.1 ± 2.1 years of age and had used them for 6.5 ± 2.7 years.

A story-writing test was conducted and scored on 4 subscales: Total Number of Words, Words per Sentence, Morphosyntax, and Semantics.

Scores more than 1.5 SD lower than the mean of the normal-hearing normative sample were considered problematic.

Language and speech skills were examined.

Results.

Significantly more implanted students were problematic on “Total Number of Words” (p<0.001), “Words per Sentence” (p=0.049), and “Semantics” (p<0.001).

Poorer receptive language and auditory performance were independently associated with problematic “Total Number of Words” (R2=0.489) and “Semantics” (R2=0.213), respectively.

“Semantics” problem was more common in lower graders (grades 2–4) than in higher graders (grades 5-6; p=0.016).

Conclusion.

Implanted children tend to write stories that are shorter, worse-organized, and without a plot, while formulating morphosyntactically correct sentences.

Special attention is required on their auditory and language performances, which could lead to written language problems.