Training Language and Literacy for Children Who Use CIs

Hearing Loss, Sensorineural Clinical Trial

Official title:

Training-Induced Language and Literacy Improvement in Children With Cochlear Implants

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT03582566
• Other study ID #: 037312
• Status: Completed
• Phase: N/A
• Start date: July 1, 2016
• Est. completion date: June 2023

Study information

• Verified date: July 2023
• Source: Florida State University
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial Summary

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.

Description:

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.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 87
• Est. completion date: June 2023
• Est. primary completion date: June 2023
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 5 Years to 7 Years

Eligibility

Inclusion Criteria:

• Prelingual hearing loss
• Use of amplification device (hearing aid and/or cochlear implant) for at least one year
• Able to visit the clinic 3x/week for 12 weeks

Exclusion Criteria:

• No developmental delays (Down's syndrome, Autism spectrum disorder)

Related Conditions & MeSH terms

• Hearing Loss
• Hearing Loss, Sensorineural

Intervention

Behavioral:
• Phonological Awareness
Earobics training
• Working Memory
Cogmed training
• Phonological Awareness + Working Memory
Earobics + Cogmed training
• Active Control
Spashmath

Locations

Country	Name	City	State
United States	Northwestern University	Evanston	Illinois
United States	Florida State University	Tallahassee	Florida

Sponsors (2)

Lead Sponsor	Collaborator
Florida State University	Northwestern University

Country where clinical trial is conducted

United States, 

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	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.	Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Primary	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.	Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Primary	Change in Children's Test of Nonword Repetition	Change in a standardized test of verbal working memory	Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Secondary	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.	Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Secondary	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.	Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline
Secondary	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.	Baseline, post-intervention (8 weeks post-baseline), 6 months post-baseline