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Morpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implants

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dc.contributor.authorLópez Higes, Ramón
dc.contributor.authorGallego, Carlos
dc.contributor.authorMartín-Aragoneses, María Teresa
dc.contributor.authorMelle, Natalie
dc.date.accessioned2025-02-06T09:27:23Z
dc.date.available2025-02-06T09:27:23Z
dc.date.issued2015-04-01
dc.descriptionThe registered version of this article, first published in Journal of Deaf Studies and Deaf Education, Volume 20, Issue 2, April 2015, Pages 136–146, is available online at the publisher's website: Oxford University Press, https://doi.org/10.1093/deafed/env004
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Journal of Deaf Studies and Deaf Education, Volume 20, Issue 2, April 2015, Pages 136–146, está disponible en línea en el sitio web del editor: Oxford University Press, https://doi.org/10.1093/deafed/env004
dc.description.abstractThis study explores morpho-syntactic reading comprehension in 19 Spanish children who received a cochlear implant (CI) before 24 months of age (early CI [e-CI]) and 19 Spanish children who received a CI after 24 months (late CI [l-CI]). They all were in primary school and were compared to a hearing control (HC) group of 19 children. Tests of perceptual reasoning, working memory, receptive vocabulary, and morpho-syntactic comprehension were used in the assessment. It was observed that while children with l-CI showed a delay, those with e-CI reached a level close to that which was obtained by their control peers in morpho-syntactic comprehension. Thus, results confirm a positive effect of early implantation on morpho-syntactic reading comprehension. Inflectional morphology and simple sentence comprehension were noted to be better in the e-CI group than in the l-CI group. The most important factor in distinguishing between the HC and l-CI groups or the e-CI and l-CI groups was verbal inflectional morphology.es
dc.description.versionversión publicada
dc.identifier.citationLópez-Higes, Ramón, Gallego, Carlos, Martin-Aragoneses,María Teresa y Melle, Natalie . (2015) Morpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implants. Journal of Deaf Studies and Deaf Education, Volume 20, Issue 2, April 2015, Pages 136–146
dc.identifier.doihttps://doi.org/10.1093/deafed/env004
dc.identifier.issn1081-4159; eISSN: 1465-7325
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25830
dc.journal.issue2
dc.journal.titleJournal of Deaf Studies and Deaf Education
dc.journal.volume20
dc.language.isoen
dc.page.final146
dc.page.initial136
dc.publisherOxford University Press
dc.relation.centerFacultades y escuelas::Facultad de Educación
dc.relation.departmentMétodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject58 Pedagogía
dc.titleMorpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implantsen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication437a9d89-f506-426f-8f0e-42c9fd58c859
relation.isAuthorOfPublication.latestForDiscovery437a9d89-f506-426f-8f0e-42c9fd58c859
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