Training-Induced Language and Literacy Improvement in Children With Cochlear Implants
Trial Snapshot
- Phase
- Not Applicable
- Status
- Completed
- Sponsor
- Florida State University
- Enrollment
- 87
- Locations
- 4
- Primary Endpoint
- Change in Children's Test of Nonword Repetition
Study Overview
Brief Summary
This study aims to determine the effectiveness of computer games to improve language and literacy outcomes for children who have hearing loss. Children will be assigned to one of four conditions: phonological awareness training, working memory training, phonological awareness + working memory training, or active control.
Detailed Description
Both phonological awareness and working memory are known to be important for children's language and literacy learning. Though there are computer games that claim to improve phonological awareness and working memory, it is unknown if these games will improve language and literacy skills for children who have hearing loss.
The investigators will first determine if the games are effective for improving language and phonological awareness in children with hearing loss relative to an active control condition. Secondly, the investigators will determine if gains in phonological awareness and working memory translate into gains in language and literacy skills relative to active control.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Intervention Model
- Factorial
- Primary Purpose
- Treatment
- Masking
- Single (Outcomes Assessor)
Masking Description
Assessors are blind to treatment condition. Intervention providers are blind to assessment outcomes.
Eligibility Criteria
- Ages
- 5 Years to 7 Years (Child)
- Sex
- All
- Accepts Healthy Volunteers
- Yes
Inclusion Criteria
- •Prelingual hearing loss
- •Use of amplification device (hearing aid and/or cochlear implant) for at least one year
- •Able to visit the clinic 3x/week for 12 weeks
Exclusion Criteria
- •No developmental delays (Down's syndrome, Autism spectrum disorder)
Outcomes
Primary Outcomes
Change in Children's Test of Nonword Repetition
Time Frame: Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Change in a standardized test of verbal working memory
Change in Phonological Awareness Test scores
Time Frame: Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Change in a standardized test of phonological awareness. Scores are from 0-100 with higher scores indicating better performance.
Change inComprehensive Test of Phonological Awareness
Time Frame: Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Change in a standardized test of phonological awareness. Scores are from 0-100 with higher scores indicating better performance.
Secondary Outcomes
- Change in Receptive/Expressive One Word Picture Vocabulary Test(Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline)
- Change in Oral Written Language Scales(Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline)
- Change in Woodcock Johnson Reading Mastery Test(Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline)
Investigators
erin ingvalson
Associate Professor
Florida State University