PURPOSE Children with cochlear implants (CIs) have difficulty with literacy, and although it is established that phonological processing underlies literacy skills in children with typical hearing (TH), the relation of phonological processing and literacy in children with CIs is not fully understood. This study evaluated the contributions of phonological processing to word-level reading and spelling skills of children with CIs. METHOD Thirty children with CIs and 31 children with TH in Grades 3 through 6 completed measures of word reading, spelling, and phonological processing. The contributions of phonological processing (phonological awareness, phonological memory, and phonological recoding) to reading and spelling were evaluated. RESULTS Children with CIs scored lower across measures of reading, spelling, phonological awareness, and phonological memory, but not phonological recoding, than children with TH. Phonological processing components were significant predictors of reading and spelling for children with CIs but not for children with TH. CONCLUSIONS This study underscores the important contribution of phonological processing, particularly phonological awareness and phonological memory, in literacy development for children who use CIs. These results suggest an urgent need for research into not only the underlying mechanisms that predict literacy outcomes but also evidence-based interventions to support these students' literacy.

中文翻译：

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语音处理对人工耳蜗学生阅读和拼写的贡献。

目的 植入人工耳蜗 (CI) 的儿童在识字方面存在困难，尽管已确定语音处理是典型听力 (TH) 儿童识字技能的基础，但人工耳蜗儿童的语音处理和识字能力之间的关系尚不完全清楚。这项研究评估了语音处理对 CI 儿童的单词级阅读和拼写技能的贡献。方法 三至六年级的 30 名 CI 儿童和 31 名 TH 儿童完成了单词阅读、拼写和语音处理的测量。评估了语音处理（语音意识、语音记忆和语音重新编码）对阅读和拼写的贡献。结果 患有 CI 的儿童在阅读、拼写、语音意识、和语音记忆，但不包括语音记录。对于患有 CI 的儿童，语音处理成分是阅读和拼写的重要预测因素，但对于患有 TH 的儿童则不然。结论 这项研究强调了语音处理，特别是语音意识和语音记忆，对使用 CI 的儿童的读写能力发展的重要贡献。这些结果表明，不仅迫切需要研究预测识字结果的潜在机制，而且还需要研究基于证据的干预措施来支持这些学生的识字能力。结论 这项研究强调了语音处理，特别是语音意识和语音记忆，对使用 CI 的儿童的读写能力发展的重要贡献。这些结果表明，不仅迫切需要研究预测识字结果的潜在机制，而且还需要研究基于证据的干预措施来支持这些学生的识字能力。结论 这项研究强调了语音处理，特别是语音意识和语音记忆，对使用 CI 的儿童的读写能力发展的重要贡献。这些结果表明，不仅迫切需要研究预测识字结果的潜在机制，而且还需要研究基于证据的干预措施来支持这些学生的识字能力。