Koklear implantlı okul öncesi çocuklarda erken okur yazarlık becerilerinin araştırılması
Yükleniyor...
Dosyalar
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi, Sağlık Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç:Okuma ve yazma becerisi okul yaşamı ve sosyal hayat için gerekli olan temel
beceriler arasında yer almaktadır. Erken okur-yazarlık çocukların doğdukları andan,
okula başlama sürecine kadar olan zamanda edinilmesi beklenen okuma yazmaya
ilişkin ön koşul beceriler olarak tanımlanmaktadır. Bu çalışmada, anasınıfına ve/veya
özel eğitim merkezine devam eden koklear implantlı (Kİ) çocukların erken okuryazarlık
becerileri ile normal gelişim(NG) gösteren çocukların erken okur-yazarlık
becerilerinin karşılaştırılması amaçlandı.
Yöntem:Çalışmaya, Ege Üniversitesi Kulak Burun Boğaz Anabilim Dalı’na
başvuran, anasınıfına ve/veya özel eğitime devam eden 5-6 yaş (60-72 ay) toplam 40
çocuk dâhil edildi. Deney grubu (20 çocuk) Ege Üniversitesi Hastanesi Kulak Burun
Boğaz Anabilim Dalı Odyoloji Kliniği’nde koklear implant ameliyatı sonrası takipli
çocuk hastalardan, kontrol grubu (20 çocuk) ise koklear implantlı çocuklarla yaş ve
cinsiyete göre eşleştirilmiş kliniğe işitme testi için gelen test sonucunda işitmesi
normal olan çocuklardan oluştu.
Deney ve Kontrol grubunun erken okur-yazarlık becerilerini değerlendirmek için
Türkçe geçerlilik ve güvenilirlik çalışması Kargın, Ergül ve Güldenoğlu tarafından
2015 yılında yapılan EROT(Test of Early Literacy, TEL) testi kullanıldı. EROT testi,
alıcı- ifade edici dil, genel isimlendirme, işlev bilgisi, harf bilgisi, sesbilgisel
farkındalık ve dinlediğini anlama alanlarından oluşmaktadır.
Bulgular:Çalışmamıza 20 kız, 20 erkek, toplamda 40 çocuk dâhil edildi. Koklear
implantlı grubun yaş ortalaması 66.70±5.31 ve normal gelişim gösteren çocukların
yaş ortalamaları 65.45±4.24aydı. Gruplar arası EROT testi sonuçları
karşılaştırıldığında: sözcük bilgisi, harf bilgisi, dinlediğini anlama alt testlerinde ve
EROT genel toplam puanlarında istatistiksel olarak anlamlı düzeyde farklılık
bulundu. Ayrıca tek taraflı ve çift taraflı koklear implant kullanımının EROT alt
testlerindeki anlamlı farklılık yaratıp yaratmadığı incelendiğinde, sadece dinlediğini
anlama alt testinde anlamlı farklılık saptandı. Ayrıca Kİ ameliyatı olma yaşı ile
EROT alt testleri arasındaki anlamlı bir fark bulunmadı. Cinsiyet, anne eğitimdüzeyi,
Kİ kullanım süresi ve işitme kaybı tanı yaşı ile EROT alt testleri arasındaki ilişki incelendiğinde: Cinsiyetin, her iki grup için EROT alt testleri ile anlamlı bir ilişki
göstermediği, anne eğitim düzeyi ile Kİ’lı grubun EROT alt testlerinden sözcük
bilgisi ve dinlediğini anlama becerilerinde istatistiksel olarak ilişkili olduğu bulundu.
NG’li grupta ise, anne eğitim düzeyi ile sözcük bilgisi arasında anlamlı ilişki
saptandı. Kİ kullanım süreleri ile harf bilgisi ve dinlediğini anlama alt testleri
arasında anlamlı ilişki olduğu görülürken işitme kaybı tanı yaşı ile EROT alt testleri
arasında ilişkisinin anlamlı olmadığı sonucuna ulaşıldı.
Sonuç: Bu çalışmada, araştırmaya dâhil edilen Kİ’lı çocukların %75’inin erken okuryazarlık
becerilerinde desteğe ihtiyacı olduğu sonucuna ulaşıldı. Ancak, ses bilgisel
farkındalık alt becerilerinde (uyak farkındalığı, sözcüğün ilk sesini eşleme, sözcüğün
son sesini eşleme, cümleyi sözcüklerine ayırma ve sözcüklerin son sesini atma) Kİ’lı
grup ile normal işiten yaşıtları arasında anlamlı bir fark bulunmadı. Sözcüğü
hecelerine ayırma, heceleri birleştirme ve sözcüğün ilk sesini atma, harf bilgisi,
dinlediğini anlama becerilerinde ise işitmesi normal çocukların Kİ’lı gruba göre daha
başarılı olduğu görüldü. Ayrıca çift taraflı Kİ kullanan çocukların dinlediğini anlama
becerisinde daha başarılı olduğu saptandı.
Aim:Reading and writing skills are among the basic skills required for school and social life. Early literacy is defined as the prerequisite skills for reading, which are expected to be acquired from the time of birth to the start of school. In this study, it was aimed to compare the early literacy skills of children with cochlear implants(CI) attending kindergarten and / or special education center with early literacy skills of children with normal development (ND). Materials and Methods:A total of 40 children aged 5-6 years (60-72 months) who applied to Ege University Otorhinolaryngology Department and continued their kindergarten and / or special education were included.The study group (20 children) was followed-up after the cochlear implant surgery in the Audiology Clinic of the Ege University Hospital Otorhinolaryngology Department, and the control group consisted of (20 children) who had normal hearing test results.In order to evaluate the early literacy skills of the experimental and control groups, Turkish validity and reliability of the test was performed by Kargın, Ergül and Güldenoğlu and EROT (Test of Early Literacy, TEL) test was conducted. EROT test consists of of receptiveexpressive language, general naming, knowledge of function knowledge of alphabet, phonological awareness and listening comprehension. Results:20 girls, 20 boys, 40 children in total participated in the study.The ages of the participants ranged from 5 to 6 years.The mean age of the group with cochlear implant was ± 66.70 and the mean age of the children with normal development was ± 65.45 months.When the EROT test results were compared, a statistically significant difference was found in vocabulary knowledge, alphabet knowledge, listening comprehension subtests and EROT total scores. When the use of unilateral and bilateral cochlear implants is compared according to the results of EROT subtests, a significant difference is observed in the listening comprehension. There was no significant difference between the age of CI surgery and EROT subtests. Gender was not found to be significantly correlated with EROT subtests for both groups. However, the level of mother education and the EROT subtest results of the group were found to be statistically related to the vocabulary and comprehension skills. In ND group, there was a significant correlation between mother education level and vocabulary knowledge. The statistical relationship between the age of diagnosis of hearing loss and the EROT subtests was not significant. It is seen that there is a meaningful relationbetween the duration of use of CI and the sub-tests of alphabet knowledge and listening comprehension. Conclusion:In this study, 75% of the CI children included in the study were in need of support in their early literacy skills.However, no significant difference was found between CI group and their normal-hearing peers in phonological awareness’ subskills (rhyme awareness, matching the first voice of the word, matching the last voice of the word, resolve the sentences into its vocabulary, and excluding the last voice of the words).It is seen that normal children are more successful than CI users in resolving the word into its syllables, combining syllables, excluding the first voice of the word, alphabet knowledge and listening comprehension skills. It is seen that the children who use bilateral CI are more successful in comprehension of listening.
Aim:Reading and writing skills are among the basic skills required for school and social life. Early literacy is defined as the prerequisite skills for reading, which are expected to be acquired from the time of birth to the start of school. In this study, it was aimed to compare the early literacy skills of children with cochlear implants(CI) attending kindergarten and / or special education center with early literacy skills of children with normal development (ND). Materials and Methods:A total of 40 children aged 5-6 years (60-72 months) who applied to Ege University Otorhinolaryngology Department and continued their kindergarten and / or special education were included.The study group (20 children) was followed-up after the cochlear implant surgery in the Audiology Clinic of the Ege University Hospital Otorhinolaryngology Department, and the control group consisted of (20 children) who had normal hearing test results.In order to evaluate the early literacy skills of the experimental and control groups, Turkish validity and reliability of the test was performed by Kargın, Ergül and Güldenoğlu and EROT (Test of Early Literacy, TEL) test was conducted. EROT test consists of of receptiveexpressive language, general naming, knowledge of function knowledge of alphabet, phonological awareness and listening comprehension. Results:20 girls, 20 boys, 40 children in total participated in the study.The ages of the participants ranged from 5 to 6 years.The mean age of the group with cochlear implant was ± 66.70 and the mean age of the children with normal development was ± 65.45 months.When the EROT test results were compared, a statistically significant difference was found in vocabulary knowledge, alphabet knowledge, listening comprehension subtests and EROT total scores. When the use of unilateral and bilateral cochlear implants is compared according to the results of EROT subtests, a significant difference is observed in the listening comprehension. There was no significant difference between the age of CI surgery and EROT subtests. Gender was not found to be significantly correlated with EROT subtests for both groups. However, the level of mother education and the EROT subtest results of the group were found to be statistically related to the vocabulary and comprehension skills. In ND group, there was a significant correlation between mother education level and vocabulary knowledge. The statistical relationship between the age of diagnosis of hearing loss and the EROT subtests was not significant. It is seen that there is a meaningful relationbetween the duration of use of CI and the sub-tests of alphabet knowledge and listening comprehension. Conclusion:In this study, 75% of the CI children included in the study were in need of support in their early literacy skills.However, no significant difference was found between CI group and their normal-hearing peers in phonological awareness’ subskills (rhyme awareness, matching the first voice of the word, matching the last voice of the word, resolve the sentences into its vocabulary, and excluding the last voice of the words).It is seen that normal children are more successful than CI users in resolving the word into its syllables, combining syllables, excluding the first voice of the word, alphabet knowledge and listening comprehension skills. It is seen that the children who use bilateral CI are more successful in comprehension of listening.
Açıklama
Anahtar Kelimeler
Erken Okur-Yazarlık, Erken Tanı, Erken Dönem Koklear İmplant, Bilateral İmplant, EROT, Early Literacy, Early Diagnosis of Hearing Loss, Early Cochlear Implantation, Bilateral Cochlear İmplant, TEL
