Abstract

This study investigated the development of tense markers (e.g., past tense -ed) in children with cochlear implants (CIs) over a 3-year span. Nine children who received CIs before 30 months of age participated in this study at three, four, and five years postimplantation. Nine typical 3-, 4-, and 5-year- olds served as control groups. All children participated in a story-retell task. Percent correct of tense marking in the task was computed. Within the groups, percent correct of tense marking changed significantly in children with CIs and in typical children who had more hearing experience. Across the groups, children with CIs were significantly less accurate in tense marking than typical children at four and five years postimplantation. In addition, the performance of tense marking in children with CIs was correlated with their speech perception skills at earlier time points. Errors of tense marking tended to be omission rather than commission errors in typical children as well as in children with CIs. The findings suggested that despite the perceptual and processing constraints, children who received CIs may learn tense marking albeit with a delayed pattern.

Citation

Guo, L.Y., Spencer, L.J. & Tomblin, J.B. (2013). Acquisition of Tense Marking in English-Speaking Children with Cochlear Implants: A Longitudinal Study. Journal of Deaf Studies and Deaf Education, 18(2), 187-205. Retrieved August 9, 2024 from https://www.learntechlib.org/p/113902/.

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Keywords

• assistive technology
• Auditory Perception
• Children
• Cognitive Processes
• Comparative Analysis
• Control Groups
• Deafness
• english
• Error Patterns
• Language Acquisition
• Morphemes
• Recall (Psychology)
• Story Telling
• Surgery
• Young Children