Caitlin M. Dillon|David B. Pisoni
Nonword Repetition and Reading Skills in Children Who Are Deaf and Have Cochlear Implants
Massachusetts Institute of Technology|University of Ottawa|Washington University in St. Louis|Indiana University|Children's Hospital of Eastern Ontario|Haskins Laboratories|Indianapolis Zoo|Indianapolis Zoo|Massachusetts Institute of Technology|University of Ottawa|Washington University in St. Louis|Indiana University|Children's Hospital of Eastern Ontario|Haskins Laboratories
pleased offer readers four articles demonstrate volta reviews commitment current research field deafnessthis issue contains studies examine reading skills story retelling patterns performance combined acoustical tactual stimulation experiences parents children use auditoryverbal approachtwo four articles explore performance children cochlear implants remaining two investigate utility different assistive devices reading patterns children hearing lossdillon pisoni haskins laboratories indiana university respectively examine reading skills children cochlear implants regard repetition nonwordsa cohort 76 children cochlear implant users since approximately age 3 included studytranscriptions repetitions 20 nonword stimuli used determine relationship task reading abilityfurther analysis demographic variables performed determine correlations affected outcomesthe researchers findings great interest professionals monitor academic progress children cochlear implantsissues related reading literacy development also undertaken robertson dow hainzinger denison university midwestern university study story retelling patterns children without hearing losspresent popular culture supports paradigm reading aloud early consistently children effort reinforce literacythe authors study explored phenomenon group 10 3to 6yearold children hearing loss comparison group 11 3to 5yearold hearing childrentranscriptions story retelling abilities two groups showed significant differences word phrase recallimplications using technique early reading instruction notedthe authors find significant differences variety factors may greater implications approaches used children hearing lossthe remaining two manuscripts turn attention utilization different assistive devices experiences families transition specific type auditory training paradigm develop listening skillsreed delhorne massachusetts institute technology use singlesubject design assess speechreading benefit combined auditory tactual stimulation adultwith growing emphasis bilateral cochlear implantation studies explore alternative methods binaural integration great importancethe results study support use combined stimulation improvement speechreading ability greater implication children whose families presently opt bilateral implantationfinally neuss certified auditoryverbal therapist childrens hospital eastern ontario explores experiences parents children transition auditoryverbal therapythe parents five children interviewed perspectives prior following transition auditoryverbal therapy part studythanks efforts remarkable group associate editors managing editor support volta review throughout yearthey make volta review great thank support behalf journals growing number readersbest wishes happy healthy 2007