Training-Induced Language and Literacy Improvement in Children With Cochlear Implants
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 87
- 试验地点
- 2
- 主要终点
- Change in Children's Test of Nonword Repetition
研究概览
简要总结
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.
详细描述
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.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Factorial
- 主要目的
- Treatment
- 盲法
- Single (Outcomes Assessor)
盲法说明
Assessors are blind to treatment condition. Intervention providers are blind to assessment outcomes.
入排标准
- 年龄范围
- 5 Years 至 7 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •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
排除标准
- •No developmental delays (Down's syndrome, Autism spectrum disorder)
研究组 & 干预措施
Phonological Awareness
Children will play games to practice their rhyming, sound sequencing, and letter-sound knowledge. These games are all implemented in the Earobics program.
干预措施: Phonological Awareness (Behavioral)
Working Memory
Children will play games designed to help them hold and manipulate objects in memory. These games are implemented in Cogmed.
干预措施: Working Memory (Behavioral)
Phonological Awareness + Working Memory
Children will practice both their sound skills (Earobics) and their memory skills (Cogmed).
干预措施: Phonological Awareness + Working Memory (Behavioral)
Active Control
Children will play games to practice their addition and subtraction skills (Splashmath).
干预措施: Active Control (Behavioral)
结局指标
主要结局
Change in Children's Test of Nonword Repetition
时间窗: Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Change in a standardized test of verbal working memory
Change inComprehensive Test of Phonological Awareness
时间窗: 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 in Phonological Awareness Test scores
时间窗: 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.
次要结局
- Change in Receptive/Expressive One Word Picture Vocabulary Test(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)
- Change in Oral Written Language Scales(Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline)
研究者
erin ingvalson
Associate Professor
Florida State University