Literacy Achievement and Early Cochlear Implantation in Deaf Children MWERA, Columbus, OH October 16, 2004 Lawrence W. Sherman and Teri L. Cruse Department of Educational Psychology Miami University, Oxford, Ohio s to:

Timeline of the history of Cochlear Implants st cochlear implant system gained FDA approval 1990-FDA cleared Cochlear implant for children ,000 children implanted with cochlear implants 1999-FDA clearance for implants in children under 12 months of age 2001-More than 36,000 implanted with a cochlear implant

The Cochlear Implant

The Auditory System

Parts of a Cochlear Implant Microphone to pick up sound Processor that converts the sound to an electrical signal Transmission system that transmits the signal to the implanted electrodes. Electrode array that is inserted into the cochlea.

How it works? The processor does not make the noise louder, but selects out important information in the speech signal and then produces a pattern of electrical pulses in the patient's ear. Mapping is done so patients electrodes are adjusted to for the loudest and softest pitch to be heard The different electrodes produce sounds with different pitch. The speech processor combines sounds on different electrodes with different loudness, to build up something as close to the original sound as possible

Concerns about Changing of age requirement Concern about misdiagnosis Concern about safety of procedures Concern about long term reliability of device Concern about children and long term educational programs

Major reason for Early Implantation Language development starts at birth There are critical periods for language development. Improved speech perception abilities would promote acquisition of beginning reading skills. Early implantation would help before language delays are established.

Hypotheses Null Hypothesis-There will be no correlation between the age of implantation and reading achievement Research Hypothesis 1: there will be a negative correlation between the age of implantation and reading achievement. Research Hypothesis 2: there will be a positive correlation between the duration of implantation and reading achievement.

The Sample 11 children Average age of children: 7 years 6 months Average age of implantation: 3 years 6 months Average Duration of implant use: 4 years Average Performance IQ: 107

Test Used for Reading Achievement Woodcock-Johnson III  Letter/Word Identification Identifies an aspect of reading decoding. It requires identifying and pronouncing isolated letters and words. Results influenced by speech production ability. Results given in Grade Equivalent scores  Reading Comprehension Measures reading comprehension of contextual information No speech required Results given in Grade Equivalent Scores.

Test used for Performance IQ Wechsler Intelligence Scales for Children  Used as a tool to determine school placement  Used to determine the presence of learning disability  Used in tracking intellectual development  Mean of 100 with a standard deviation of  15

Analysis of Data Degree of Freedom=9 Alpha risk level of.01 One tail test Correlations greater than.74 are Significant. Independent Variables-  Age of implant and  duration of use Dependent Variables-  Letter Word Identification and  Reading comprehension.

Regression Plots Age of implantation predicts Letter Word Identification

Age of Implantation predicts Reading Comprehension

Duration of Implant Use predicts Letter/Word Identification

Duration of Implant Use predicts Reading Comprehension

Results of project Normed Grade Equivalent Score(hearing) is 2.2. Average Grade Equivalent Score for the 5 children implanted before 3 years of age is 2.1 There is a significant (p<.01) negative correlation between age of implantation and academic achievement. There is a significant (p<.01) positive correlation between Duration of implant use and academic achievement.

Discussion Cochlear implant Technology has offered the hearing impaired/deaf child many new benefits. Early implantation significantly affects reading achievement. Other factors do play a part in how beneficial the implant can be. A child who receives an implant is not a broken child in need of fixing, but can be seen as a child given an option to achievement things that may not have been possible 15 years ago.

Discussion Not all children can benefit from a cochlear implant. Parents need as much information as possible to make an informed decision on implantation. This information must have both the advantages and disadvantages.