This study aims to determine the effectiveness of computer games to improve language and literacy outcomes for children who have hearing loss. Children will be assigned to one of four conditions: phonological awareness training, working memory training, phonological awareness + working memory training, or active control.
Both phonological awareness and working memory are known to be important for children's language and literacy learning. Though there are computer games that claim to improve phonological awareness and working memory, it is unknown if these games will improve language and literacy skills for children who have hearing loss. The investigators will first determine if the games are effective for improving language and phonological awareness in children with hearing loss relative to an active control condition. Secondly, the investigators will determine if gains in phonological awareness and working memory translate into gains in language and literacy skills relative to active control.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Purpose
TREATMENT
Masking
SINGLE
Enrollment
87
Earobics training
Cogmed training
Earobics + Cogmed training
Florida State University
Tallahassee, Florida, United States
Northwestern University
Evanston, Illinois, United States
Change in Phonological Awareness Test scores
Change in a standardized test of phonological awareness. Scores are from 0-100 with higher scores indicating better performance.
Time frame: Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Change inComprehensive Test of Phonological Awareness
Change in a standardized test of phonological awareness. Scores are from 0-100 with higher scores indicating better performance.
Time frame: Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Change in Children's Test of Nonword Repetition
Change in a standardized test of verbal working memory
Time frame: Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Change in Oral Written Language Scales
Change in a standardized test of language and literacy skills. Measures performance on expressive and receptive language, and reading and writing abilities. Scores are age-adjusted.
Time frame: Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Change in Receptive/Expressive One Word Picture Vocabulary Test
Change in a standardized test of vocabulary knowledge. Scores are from 0-100 with higher scores indicating better performance.
Time frame: Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Change in Woodcock Johnson Reading Mastery Test
Change in a standardized test of early literacy skills. Scores are from 0-100 with higher scores indicating better performance.
Time frame: Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
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