Spoken Language and Literacy Skills in French-Speaking Children with Cochlear Implants: A 5-Year Follow-Up Study
DOI:
https://doi.org/10.12970/2311-1917.2014.02.01.4Keywords:
MLU, language, literacy, longitudinal follow-up, predictive factors.Abstract
This paper addresses the question of whether Mean Length of Utterance (MLU), an index of early productive grammar, predicts long-term outcomes of spoken language and literacy skills in French-speaking children with cochlear implants, and how this influence differs according to individual and environmental factors. Twenty-five school-aged children (12 boys and 13 girls), implanted between the ages of 25 and 78 months, were first followed at 3 and 5 years for MLU and then at 8 years after implantation for receptive language, reading and spelling. Univariate analyses of variance indicated that environmental factors (communication mode and SES) were significantly associated to receptive language and to a certain extent to literacy skills. Multivariate and regression analyses revealed that gender and MLU interacted with receptive language and literacy skills at 8 years after implantation. Such findings suggest that MLU at 3 years after implantation is a good predictor of receptive language and literacy skills 5 years later.
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