Ona Bø Wie

• Jønsberg, Andrea Chanell; Hovland, Tine; Busch, Tobias; Wie, Ona Bø & Torkildsen, Janne von Koss (2025). Language Interventions for School-Aged Children Who Are d/Deaf and Hard of Hearing: A Systematic Review and Meta-Analysis. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 68(5), p. 2634–2655. doi: 10.1044/2025_JSLHR-24-00456. Full text in Research Archive Show summary

  Purpose: The main aim of the systematic review and meta-analysis was to evaluate the effectiveness of language interventions for school-aged children who are d/Deaf and hard of hearing (DHH). We focused on studies targeting meaning-based aspects of language, such as vocabulary, grammar, and narrative skills. We included randomized controlled trials and quasi-experiments with a control group and a pre–post design. A secondary aim was to describe the characteristics of effective interventions identified in the systematic review. Method: The review was preregistered in PROSPERO (ID CRD42021236085). We searched 10 academic databases for peer-reviewed journal articles reporting language interventions for children who are DHH aged 6–12 years. We assessed the quality of included studies using Critical Appraisal Skills Programme checklists. A meta-analysis was conducted on the overall effect of interventions. In addition, we calculated separate effect sizes for vocabulary and morphosyntactic knowledge. Results: We identified 14 studies totaling 794 children. Quality assessment revealed concerns of risk of bias in most studies because study characteristics were not comprehensively reported. The meta-analyses of language interventions revealed a large main effect of g = 0.79. Subdomain analyses revealed similar effects for morphosyntactic knowledge g = 0.81 and vocabulary g = 0.71. Conclusions: Few high-quality studies examine the effects of language interventions for children who are DHH. However, the studies that exist reveal robust effects, especially for morphosyntactic abilities. Intervention approaches were diverse, and the largest intervention effects were found in studies with a randomized controlled design and near-transfer outcome measures closely aligned with the intervention content. Future studies should adhere to established guidelines for reporting results from controlled experimental study designs.

• Rødvik, Arne Kirkhorn; Torkildsen, Janne von Koss; Wie, Ona Bø; Tvete, Ole; Skaug, Ingebjørg & Silvola, Juha Tapio (2023). Consonant and vowel confusions in well-performing adult cochlear implant users, measured with a nonsense syllable repetition test. International Journal of Audiology. ISSN 1499-2027. doi: 10.1080/14992027.2023.2177893. Full text in Research Archive Show summary

  Objective The study’s objective was to identify consonant and vowel confusions in cochlear implant (CI) users, using a nonsense syllable repetition test. Design In this cross-sectional study, participants repeated recorded mono- and bisyllabic nonsense words and real-word monosyllables in an open-set design. Study sample Twenty-eight Norwegian-speaking, well-performing adult CI users (13 unilateral and 15 bilateral), using implants from Cochlear, Med-El and Advanced Bionics, and a reference group of 20 listeners with normal hearing participated. Results For the CI users, consonants were confused more often than vowels (58% versus 71% correct). Voiced consonants were confused more often than unvoiced (54% versus 64% correct). Voiced stops were often repeated as unvoiced, whereas unvoiced stops were never repeated as voiced. The nasals were repeated correctly in one third of the cases and confused with other nasals in one third of the cases. The real-word monosyllable score was significantly higher than the nonsense syllable score (76% versus 63% correct). Conclusions The study revealed a general devoicing bias for the stops and a high confusion rate of nasals with other nasals, which suggests that the low-frequency coding in CIs is insufficient. Furthermore, the nonsense syllable test exposed more perception errors than the real word test.

• Haukedal, Christiane; Wie, Ona Bø; Schauber, Stefan & Torkildsen, Janne von Koss (2023). Children With Developmental Language Disorder Have Lower Quality of Life Than Children With Typical Development and Children With Cochlear Implants. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 66(10), p. 3988–4008. doi: 10.1044/2023_JSLHR-22-00742. Full text in Research Archive Show summary

  Purpose: The purpose of this study was to examine quality of life (QOL) and its relation to language skills in children with developmental language disorder (DLD). This was examined by comparing QOL to a control group of children with typical development (TD), as well as children with cochlear implants (CIs), who potentially struggle with language for language, although for a different reason than children with DLD. Method: Two groups of children, a group with TD (n = 29) and a group of children with CIs (n = 29), were matched to the DLD group (n = 29) on chronological age, gender, nonverbal IQ, and parental educational level through a propensity matching procedure. A third group consisting of children with CIs was also matched to the DLD group but additionally matched on language abilities. QOL scores were compared across groups, and the association between language skills and QOL was examined in the DLD group. Result: The DLD group was reported by parents to have statistically significantly poorer QOL scores than peers with TD or CIs. When controlling for language skills, either statistically or through an additional CI group matched on language abilities, there were no statistically significant differences in QOL scores across groups. In the DLD group, language skills explained 16% of the variation in QOL. Conclusion: DLD is associated with the children's overall QOL, and the degree of reduced QOL relates to the severity of the language impairment.

• Haukedal, Christiane Lingås; Wie, Ona Bø; Schauber, Stefan; Lyxell, Björn; Fitzpatrick, Elizabeth & Torkildsen, Janne von Koss (2022). Social communication and quality of life in children using hearing aids. International Journal of Pediatric Otorhinolaryngology. ISSN 0165-5876. 152(152), p. 1–11. doi: 10.1016/j.ijporl.2021.111000. Full text in Research Archive Show summary

  Objectives This study compared the parent-reported structural language and social communication skills—measured with the Children's Communication Checklist-2 (CCC-2)—and health-related quality of life (HR-QOL)—measured with the Pediatric Quality of Life Inventory (PedsQL)—of children who use hearing aids (HAs) and their typical-hearing (TH) peers. Design The participants were 88 children (age range of 5; 6 to 13; 1 (years; months)) and their parents: 45 children with bilateral moderate to severe hearing loss using HAs who had no additional disabilities and 43 children with typical hearing. The groups were matched based on chronological age, gender, nonverbal IQ, and parental education level. The parents completed questionnaires related to their children's communication skills, including subdomains structural language and social communication, and HR-QOL. Results The HA group had significantly poorer overall communication skills than the TH group (r = 0.49). The children in the HA group scored significantly lower than the TH group on both structural language (r = 0.37) and social communication (r = 0.41). Half of the children in the HA group had overall communication scores that either indicated concern or required further investigation according to the instrument's manual. In terms of psychosocial functioning, which was measured as HR-QOL, the subdomain school functioning was the main driver of the difference between groups, with the HA group being at least twice as likely (OR = 2.52) as the TH group to have poor HR-QOL in the school domain. Better parent-reported social communication was associated with better parent-reported psychosocial functioning in the children using HAs—even when background variables were taken into account. Conclusion The results suggest that traditional assessments and interventions targeting structural aspects of language may overlook social communication difficulties in children with HAs, even those with no additional disabilities. As school functioning stood out as the most problematic domain for children with HAs, efforts to improve the well-being of these children should focus on this area.

• Busch, Tobias; Brinchmann, Ellen Irén; Braeken, Johan & Wie, Ona Bø (2022). Receptive Vocabulary of Children With Bilateral Cochlear Implants From 3 to 16 Years of Age. Ear and Hearing. ISSN 0196-0202. 43(6), p. 1866–1880. doi: 10.1097/AUD.0000000000001220. Full text in Research Archive Show summary

  Objectives: The vocabulary of children with cochlear implants is often smaller than that of their peers with typical hearing, but there is uncertainty regarding the extent of the differences and potential risks and protective factors. Some studies indicate that their receptive vocabulary develops well at first, but that they fail to keep up with their typical hearing peers, causing many CI users to enter school with a receptive vocabulary that is not age-appropriate. To better understand the receptive vocabulary abilities of children with cochlear implants this study explored age-related differences to matched children with typical hearing and associations between vocabulary skills and child-level characteristics. Design: A retrospective cross-sectional study with matched controls was conducted at the Norwegian national cochlear implant center at Oslo University Hospital. Eighty-eight children (mean age 8.7 years; range 3.2 to 15.9; 43 girls, 45 boys) who had received bilateral cochlear implants before 3 years of age were compared with two groups of children with typical hearing. One group was matched for maternal education, sex, and chronological age, the other group was matched for maternal education, sex, and hearing age. Receptive vocabulary performance was measured with the British Picture Vocabulary Scale. Results: Cochlear implant users’ receptive vocabulary was poorer than that of age-matched children with typical hearing (M = 84.6 standard points, SD = 21.1; children with typical hearing: M = 102.1 standard points, SD = 15.8; mean difference −17.5 standard points, 95% CI [−23.0 to −12.0], p < 0.001; Hedges’s g = −0.94, 95% CI [−1.24 to −0.62]), and children with cochlear implants were significantly more likely to perform below the normative range (risk ratio = 2.2, 95% CI [1.42 to 3.83]). However, there was a significant nonlinear U-shaped effect of age on the scores of cochlear implant users, with the difference to the matched typical hearing children being largest (23.9 standard points, on average) around 8.7 years of age and smaller toward the beginning and end of the age range. There was no significant difference compared with children with typical hearing when differences in auditory experience were accounted for. Variability was not significantly different between the groups. Further analysis with a random forest revealed that, in addition to chronological age and hearing age, simultaneous versus sequential implantation, communication mode at school, and social integration were predictors of cochlear implant users’ receptive vocabulary. Conclusions: On average, the receptive vocabulary of children with cochlear implants was smaller than that of their typical hearing peers. The magnitude of the difference was changing with age and was the largest for children in early primary school. The nonlinear effect of age might explain some of the ambiguity in previous research findings and could indicate that better intervention is required around school entry. The results emphasize that continuous monitoring and support are crucial to avoid far-reaching negative effects on the children’s development and well-being.

• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Show all 12 contributors for this article] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. Journal of Educational Psychology. ISSN 0022-0663. p. 1–23. doi: 10.1037/edu0000688. Full text in Research Archive
• Wie, Ona Bø; Torkildsen, Janne von Koss; Schauber, Stefan Kilian; Busch, Tobias & Litovsky, Ruth (2020). Long-term language development in children with early simultaneous bilateral cochlear implants. Ear and Hearing. ISSN 0196-0202. 41(5), p. 1294–1305. doi: 10.1097/AUD.0000000000000851. Full text in Research Archive Show summary

  Objectives: This longitudinal study followed the language development of children who received the combination of early (5 to 18 months) and simultaneous bilateral cochlear implants (CIs) throughout the first 6 years after implantation. It examined the trajectories of their language development and identified factors associated with language outcomes. Design: Participants were 21 Norwegian children who received bilateral CIs between the ages of 5 and 18 mo and 21 children with normal hearing (NH) who were matched to the children with CIs on age, sex, and maternal education. The language skills of these two groups were compared at 10 time points (3, 6, 9, 12, 18, 24, 36, 48, 60, and 72 months after implantation) using parent reports and standardized measures of general language skills, vocabulary, and grammar. In addition, assessments were made of the effects of age at CI activation, speech recognition abilities, and mothers’ education on language outcomes 6 years after implantation. Results: During the first 4 years after implantation, the gap in general expressive and receptive language abilities between children with CIs and children with NH gradually closed. While at the initial five to six assessments (3 to 36 months after implantation), significant differences between children with CIs and children with NH were observed; at 4 years after implantation, there were no longer any significant group differences in general language skills and most children with CIs achieved scores within 1 SD of the tests’ normative means. From 2 to 3 years after implantation onward, expressive vocabulary and receptive grammar skills of children with CIs were similar to those of the reference group. However, from 4 years after implantation until the end of the observation period, 6 years after implantation, expressive grammar skills of children with CIs were lower than those of children with NH. In addition, a gap in receptive vocabulary appeared and grew increasingly larger from 4 to 6 years postimplantation. At the final assessment, the children with CIs had an average receptive vocabulary score around 1 SD below the normative mean. Regression analysis indicated that the children’s language outcomes at 6 years after implantation were related to their speech recognition skills, age at CI activation, and maternal education. Conclusions: In the first 4 years after implantation, the language performance of children with CIs became increasingly similar to that of their NH peers. However, between 4 and 6 years after implantation, there were indications of challenges with certain aspects of language, specifically receptive vocabulary and expressive grammar. Because these challenges first appeared after the 4-year assessment, the findings underline the importance of long-term language intervention to increase the chances of a continued language development comparable to that of NH peers. They also indicate that there is a need for comprehensive longitudinal studies of the language development of children with CIs beyond 4 years after implantation.

• Torkildsen, Janne von Koss; Arciuli, Joanne & Wie, Ona Bø (2019). Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography. Learning and Individual Differences. ISSN 1041-6080. 69, p. 60–68. doi: 10.1016/j.lindif.2018.11.003. Full text in Research Archive Show summary

  Learning to read is a milestone in a child's life, and reading ability is a strong predictor of academic outcomes. Some studies have revealed that individual differences in the capacity for implicit statistical learning are linked with children's reading skills in English, which has a deep orthography, but we do not know whether the same relation is found in semi-transparent orthographies such as Norwegian. Additionally, the relative contribution of statistical learning alongside other cognitive measures known to be related to reading has not been examined. This study of sixty-five Norwegian school children (M=10.3 years) found that performance on an independent statistical learning task predicted a small, but unique amount of variance in reading ability in Norwegian, even when a number of other reading-related cognitive skills were taken into account. This suggests that children's implicit learning of statistical regularities is associated with proficiency with written language in a semitransparent orthography such as Norwegian.

• Torkildsen, Janne von Koss; Hitchins, Abigail; Myhrum, Marte & Wie, Ona Bø (2019). Speech-in-Noise Perception in Children With Cochlear Implants, Hearing Aids, Developmental Language Disorder and Typical Development: The Effects of Linguistic and Cognitive Abilities. Frontiers in Psychology. 10. doi: 10.3389/fpsyg.2019.02530. Full text in Research Archive Show summary

  Children with hearing loss, and those with language disorders, can have excellent speech recognition in quiet, but still experience unique challenges when listening to speech in noisy environments. However, little is known about how speech-in-noise perception relates to individual differences in cognitive and linguistic abilities in these children. The present study used the Norwegian version of the Hearing in Noise Test (HINT) to investigate speech-in-noise perception in 175 children aged 5.5-12.9 years, including children with cochlear implants (CI, n = 64), hearing aids (HA, n= 37), developmental language disorder (DLD, n = 16) and typical development (TD, n= 58). Further, the study examined whether general language ability, verbal memory span, nonverbal IQ and speech perception of monosyllables and sentences in quiet were predictors of performance on the HINT. To allow comparisons across ages, scores derived from age-based norms were used for the HINT and the tests of language and cognition. There were significant differences in speech-in-noise perception between all the groups except between the HA and DLD groups, with the CI group requiring the highest signal-to-noise ratios (i.e. poorest performance) and the TD group requiring the lowest signal-to-noise ratios. For the full sample, language ability explained significant variance in HINT performance beyond speech perception in quiet. Follow-up analyses for the separate groups revealed that language ability was a significant predictor of HINT performance for children with CI, HA and DLD, but not for children with TD. Memory span and IQ did not predict variance in speech-in-noise perception when language ability and speech perception in quiet were taken into account. The finding of a robust relation between speech-in-noise perception and general language skills in all three clinical groups call for further investigation into the mechanisms that underlie this association.

• Rødvik, Arne Kirkhorn; Tvete, Ole; Torkildsen, Janne von Koss; Wie, Ona Bø; Skaug, Ingebjørg & Silvola, Juha Tapio (2019). Consonant and Vowel Confusions in Well-Performing Children and Adolescents With Cochlear Implants, Measured by a Nonsense Syllable Repetition Test. Frontiers in Psychology. 10, p. 1–17. doi: 10.3389/fpsyg.2019.01813. Full text in Research Archive Show summary

  Although the majority of early implanted, profoundly deaf children with cochlear implants (CIs), will develop correct pronunciation if they receive adequate oral language stimulation, many of them have difficulties with perceiving minute details of speech. The main aim of this study is to measure the confusion of consonants and vowels in well-performing children and adolescents with CIs. The study also aims to investigate how age at onset of severe to profound deafness influences perception. The participants are 36 children and adolescents with CIs (18 girls), with a mean (SD) age of 11.6 (3.0) years (range: 5.9–16.0 years). Twenty-nine of them are prelingually deaf and seven are postlingually deaf. Two reference groups of normal-hearing (NH) 6- and 13-year-olds are included. Consonant and vowel perception is measured by repetition of 16 bisyllabic vowel-consonant-vowel nonsense words and nine monosyllabic consonant-vowel-consonant nonsense words in an open-set design. For the participants with CIs, consonants were mostly confused with consonants with the same voicing and manner, and the mean (SD) voiced consonant repetition score, 63.9 (10.6)%, was considerably lower than the mean (SD) unvoiced consonant score, 76.9 (9.3)%. There was a devoicing bias for the stops; unvoiced stops were confused with other unvoiced stops and not with voiced stops, and voiced stops were confused with both unvoiced stops and other voiced stops. The mean (SD) vowel repetition score was 85.2 (10.6)% and there was a bias in the confusions of [i:] and [y:]; [y:] was perceived as [i:] twice as often as [y:] was repeated correctly. Subgroup analyses showed no statistically significant differences between the consonant scores for pre- and postlingually deaf participants. For the NH participants, the consonant repetition scores were substantially higher and the difference between voiced and unvoiced consonant repetition scores considerably lower than for the participants with CIs. The participants with CIs obtained scores close to ceiling on vowels and real-word monosyllables, but their perception was substantially lower for voiced consonants. This may partly be related to limitations in the CI technology for the transmission of low-frequency sounds, such as insertion depth of the electrode and ability to convey temporal information.

• Haukedal, Christiane Lingås; Lyxell, Björn & Wie, Ona Bø (2019). Health-Related Quality of Life With Cochlear Implants: The Children’s Perspective. Ear and Hearing. ISSN 0196-0202. doi: 10.1097/AUD.0000000000000761. Full text in Research Archive Show summary

  Objectives: The objective of this study was to assess self-reported health-related quality of life (HR-QOL) in a group of children with cochlear implants (CIs) and to compare their scores to age- and gender-matched controls. The authors also assessed the agreement between proxy- and self-reported HR-QOL in the CI group and examined individual and environmental variables that could be associated with higher or lower self-reported HR-QOL in the CI group. Design: The sample consisted of 168 children between the ages of 5;6 and 13;1 (years;months), where 84 children had CIs (CI group) and 84 were age- and gender-matched controls with normal hearing (NH group). HR-QOL was assessed with the generic questionnaire Pediatric Quality of Life Inventory. Parents of the children in the CI group completed the same questionnaire as the children. In addition, the children in the CI group completed tests of language, hearing, and nonverbal I.Q. and background variables such as age at implantation and socioeconomic status were assessed. Results: On average, children with CIs rated their HR-QOL lower than peers with normal hearing on school functioning, social functioning, and overall HR-QOL. A higher percentage of children with CIs reported low levels of HR-QOL than did those in the NH group, 27% and 12%, respectively. The differences between groups were small, and fewer children than parents reported concerningly low HR-QOLs. Better spoken-language skills and older age at the time of testing was associated with better HR-QOL. Conclusions: Most children with CIs in this study reported HR-QOLs that were close to those of their age- and gender-matched normal-hearing peers. The children, however, reported concerns about social and school functioning, indicating that these areas require more attention to ensure children with CIs have good HR-QOL. Improving spoken-language skills in children with CIs may contribute to improved HR-QOL.

• Löfkvist, Ulrika; Haukedal, Christiane Lingås & Wie, Ona Bø (2019). Hørselstap hos barn, Spesialpedagogikk. Cappelen Damm Akademisk. ISSN 9788202592059. p. 451–477. Full text in Research Archive
• Torkildsen, Janne von Koss; Arciuli, Joanne; Haukedal, Christiane Lingås & Wie, Ona Bø (2018). Does a lack of auditory experience affect sequential learning? Cognition. ISSN 0010-0277. 170, p. 123–129. doi: 10.1016/j.cognition.2017.09.017. Full text in Research Archive Show summary

  To understand the interaction between sensory experiences and cognition, it is critical to investigate the possibility that deprivation in one sensory modality might affect cognition in other modalities. Here we are concerned with the hypothesis that early experience with sound is vital to the development of domain-general sequential processing skills. In line with this hypothesis, a seminal empirical study found that prelingually deaf children had impaired sequence learning in the visual modality. In order to assess the limits of this hypothesis, the current study employed a different visual sequence learning task in an investigation of prelingually deaf children with cochlear implants and normal hearing children. Results showed statistically significant learning in each of the two groups, and no significant difference in the amount of learning between groups. Moreover, there was no association between the age at which the child received their implant (and thus access to electric hearing) and their performance on the sequential learning task. We discuss key differences between our study and the previous study, and argue that the field must reconsider claims about domain-general cognitive impairment resulting from early auditory deprivation.

• Haukedal, Christiane Lingås; Torkildsen, Janne von Koss; Lyxell, Björn & Wie, Ona Bø (2018). Parents' perception of health-related quality of life in children with cochlear implants: The impact of language skills and hearing. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 61(8), p. 2084–2098. doi: 10.1044/2018_JSLHR-H-17-0278. Full text in Research Archive Show summary

  Purpose: The study compared how parents of children with cochlear implants (CIs) and parents of children with normal hearing perceive their children's health-related quality of life (HR-QOL). Method: The sample consisted of 186 Norwegian-speaking children in the age span of 5;0–12;11 (years;months): 106 children with CIs (53% boys, 47% girls) and 80 children with normal hearing (44% boys, 56% girls). No children had known additional disabilities affecting language, cognitive development, or HR-QOL. Parents completed the generic questionnaire Pediatric Quality of Life Inventory (Varni, Seid, & Kurtin, 2001), whereas children completed a test battery measuring different aspects of language and hearing. Results: Parents of children with CIs reported statistically significantly poorer HR-QOL in their children, on Pediatric Quality of Life Inventory total score and the subdomains social functioning and school functioning. Roughly 50% of parents of children with CIs reported HR-QOL levels (total score) within normal limits. No significant differences between groups emerged on the physical health and emotional functioning subscales. For the children in the group with CIs, better speech perception in everyday situations was associated with higher proxy-ratings of HR-QOL. Better spoken language skills were weakly to moderately associated with higher HR-QOL. Conclusions: The findings suggest that the social and school situation is not yet resolved satisfactorily for children with CIs. Habilitation focusing on spoken language skills and better sound environment may improve social interactions with peers and overall school functioning.

• Rødvik, Arne Kirkhorn; Torkildsen, Janne von Koss; Wie, Ona Bø; Storaker, Marit Aarvaag & Silvola, Juha Tapio (2018). Consonant and vowel identification in cochlear implant users measured by nonsense words: A systematic review and meta-analysis. Journal of Speech, Language and Hearing Research. ISSN 1092-4388. 61(4), p. 1023–1050. doi: 10.1044/2018_JSLHR-H-16-0463. Full text in Research Archive Show summary

  Purpose The purpose of this systematic review and meta-analysis was to establish a baseline of the vowel and consonant identification scores in prelingually and postlingually deaf users of multichannel cochlear implants (CIs) tested with consonant–vowel–consonant and vowel–consonant–vowel nonsense syllables. Method Six electronic databases were searched for peer-reviewed articles reporting consonant and vowel identification scores in CI users measured by nonsense words. Relevant studies were independently assessed and screened by 2 reviewers. Consonant and vowel identification scores were presented in forest plots and compared between studies in a meta-analysis. Results Forty-seven articles with 50 studies, including 647 participants, thereof 581 postlingually deaf and 66 prelingually deaf, met the inclusion criteria of this study. The mean performance on vowel identification tasks for the postlingually deaf CI users was 76.8% (N = 5), which was higher than the mean performance for the prelingually deaf CI users (67.7%; N = 1). The mean performance on consonant identification tasks for the postlingually deaf CI users was higher (58.4%; N = 44) than for the prelingually deaf CI users (46.7%; N = 6). The most common consonant confusions were found between those with same manner of articulation (/k/ as /t/, /m/ as /n/, and /p/ as /t/). Conclusions The mean performance on consonant identification tasks for the prelingually and postlingually deaf CI users was found. There were no statistically significant differences between the scores for prelingually and postlingually deaf CI users. The consonants that were incorrectly identified were typically confused with other consonants with the same acoustic properties, namely, voicing, duration, nasality, and silent gaps. A univariate metaregression model, although not statistically significant, indicated that duration of implant use in postlingually deaf adults predict a substantial portion of their consonant identification ability. As there is no ceiling effect, a nonsense syllable identification test may be a useful addition to the standard test battery in audiology clinics when assessing the speech perception of CI users.

• Amundsen, Viktoria Vedeler; Wie, Ona Bø; Myhrum, Marte & Bunne, Marie (2017). The Impact of Ethnicity on Cochlear Implantation in Norwegian Children. International Journal of Pediatric Otorhinolaryngology. ISSN 0165-5876. 93, p. 30–36. doi: 10.1016/j.ijporl.2016.12.002. Full text in Research Archive Show summary

  Objectives To explore the impact of parental ethnicity on cochlear implantation in children in Norway with regard to incidence rates of cochlear implants (CIs), comorbidies, age at onset of profound deafness (AOD), age at first implantation, uni- or bilateral CI, and speech recognition. Method This retrospective cohort study included all children (N = 278) aged <18 years in Norway who received their first CI during the years 2004-2010. Results 86 children (30.9%) in our study sample had parents of non-Nordic ethnicity, of whom 46 were born in Nordic countries with two non-Nordic parents. Compared with the background population, children with non-Nordic parents were 1.9 times more likely to have received CI than Nordic children (i.e., born in Nordic countries with Nordic parents). When looking at AOD, uni- vs. bilateral CIs, and comorbidities, no significant differences were found between Nordic children and children with a non-Nordic ethnicity. Among children with AOD <1 year (n = 153), those born in non-Nordic countries with two non-Nordic parents (n = 6) and adopted non-Nordic children (n = 6) received their first CI on average 14.9 and 21.1 months later than Nordic children (n = 104), respectively (p = .006 and .005). Among children with AOD <1 year, those born in Nordic countries with two non-Nordic parents (n = 31) received their CI at an older age than Nordic children, but this difference was not significant after adjusting for calendar year of implantation and excluding comorbidity as a potential cause of delayed implantation. The mean age at implantation for children with AOD <1 year dropped 2.3 months/year over the study period. The mean monosyllable speech recognition score was 84.7% for Nordic children and 76.3% for children born in Norway with two non-Nordic parents (p = .002). Conclusions The incidence of CI was significantly higher in children with a non-Nordic vs. a Nordic ethnicity, reflecting a higher incidence of profound deafness. Children born in Norway have equal access to CIs regardless of their ethnicity, but despite being born and receiving care in Norway, prelingually deaf children with non-Nordic parents are at risk of receiving CI later than Nordic children. Moreover, prelingually deaf children who arrive in Norway at an older age may be at risk for a worse prognosis after receiving a CI due to lack of auditory stimulation in early childhood, which is critical for language development and late implantation; this is a serious issue with regard to deafness among refugees.

• Akinshina, Nadja & Wie, Ona Bø (2017). Språkstimulering i kommunikasjon mellom pedagog og barn med cochleaimplantat i barnehage :. Psykologi i kommunen (PIK). ISSN 1892-3364. 52(2), p. 23–33. Full text in Research Archive Show summary

  Formålet med studien er å observere bruk av språkstimulerende kommunikasjon i barnehagen der barn som bruker cochleaimplantat og pedagoger er involvert, samt å se på sammenhengen mellom språkstimulerende kommunikasjon og barnas språkferdigheter. Resultatene viser at barnet er aktiv deltaker i samspillsituasjonene og at pedagogen viser stor grad av respons på barnets initiativ. Samtidig ble det observert mindre bruk av direkte og målrettet språkstimulering som modellering av språk, språklig og kognitiv stimulering. Resultatene viste signifikant sammenheng mellom pedagogens bruk av modellering og gjentagelse av en riktig leksikalsk eller grammatisk form og barnets ordforråd og grammatiske ferdighetene. Konklusjon Begrenset bruk av målrettede språkstimulerende strategier indikerer et behov for økt bevisstgjøring og planlegging omkring målrettet tilrettelegging i barnehagen for barn som bruker cochleaimplantat.

• Sæbø, Signe; Wie, Ona Bø & Wold, Astri Heen (2016). Barn med tidlig, tosidig cochleaimplantasjon: Muligheter og utfordringer for sosial deltakelse. Spesialpedagogikk. ISSN 0332-8457. 81(4), p. 55–68. Full text in Research Archive
• Klein, Kelsey E & Wie, Ona Bø (2015). Long-term predictors of narrative skill in children with early bilateral cochlear implants. European Journal of Special Needs Education. ISSN 0885-6257. 30(2), p. 202–219. doi: 10.1080/08856257.2014.986918. Full text in Research Archive
• Falkenberg, Eva-Signe & Wie, Ona Bø (2012). Anxiety and depression in tinnitus patients: 5-year follow-up assessment after completion of Habituation Therapy. International Journal of Otolaryngology. ISSN 1687-9201. doi: 10.1155/2012/375460. Full text in Research Archive
• Strøm-Roum, Henrik; Rødvik, Arne K; Osnes, Terje; Fagerland, Morten & Wie, Ona Bø (2012). Sound localising ability in children with bilateral sequential cochlear implants. International Journal of Pediatric Otorhinolaryngology. ISSN 0165-5876. 76(9), p. 1245–1248. doi: 10.1016/j.ijporl.2012.05.013. Full text in Research Archive
• Strøm-Roum, Henrik; Laurent, Claude H. Claesson & Wie, Ona Bø (2012). Comparison of bilateral and unilateral cochlear implants in children with sequential surgery. International Journal of Pediatric Otorhinolaryngology. ISSN 0165-5876. 76(1), p. 95–99. doi: 10.1016/j.ijporl.2011.10.009. Full text in Research Archive
• Wie, Ona Bø; Falkenberg, Eva-Signe; Tvete, Ole; Bunne, Marie & Osnes, Terje (2011). Cochleaimplantat til døve barn - hørsel- og talespråkutvikling. Spesialpedagogikk. ISSN 0332-8457. 76(5), p. 39–49. Full text in Research Archive Show summary

  Bruk av cochleaimplantat har gitt førspråklig døve barn økt mulighet til å høre og til å tilegne seg talespråk. I artikkelen presenteres resultater fra tre studier utført i tidsrommet 200-2010. Barnas hørsel, deres taleoppfattelse, talespråkutvikling og habiliteringssituasjon er undersøkt. En stor del (50%) av variasjonen i taleoppfattelse kunne forklares med variasjon i alder ved implantering, intelligens, daglig bruk, valg av opplæringssituasjon, språk og språkkommunikasjonsform. Blant barna som fikk tosidig simultan implantasjon fra 5 til 18 måneder, hadde henholdsvis 81% og 57% oppnådd aldersakdekvate reseptive og ekspressive talespråkferdigheter 12-48 måneder etter implantasjon. Andelen barn med aldersadekvate talespråkferdigheter økte med alder og implantatbrukstid.

• Wie, Ona Bø; Pripp, Are Hugo & Tvete, Ole (2010). Unilateral Deafness in Adults; Effect on Communication and Social interaction. Annals of Otology, Rhinology and Laryngology. ISSN 0003-4894. 119(11), p. 772–781. Full text in Research Archive
• Wie, Ona Bø (2010). Language development in children after receiving bilateral cochlear implants between 5 and 18 months. International Journal of Pediatric Otorhinolaryngology. ISSN 0165-5876. 74(11), p. 1258–1266. doi: 10.1016/j.ijporl.2010.07.026. Full text in Research Archive
• Falkenberg, Eva-Signe; Kvam, Marit Hoem & Wie, Ona Bø (2010). Hørselsrelaterte lærevansker. In Haugen, Richard (Eds.), Barn og unges læringsmiljø 4 : Med vekt på lærevansker. Cappelen Damm Høyskoleforlaget. ISSN 9788276348989. p. 227–247. Full text in Research Archive
• Wie, Ona Bø; Falkenberg, Eva-Signe; Tvete, Ole & Tomblin, Bruce (2007). Children with Cochlear Implant: Characteristics and Determinants of Speech Recognition, speech-recognition growth rate, and speech production. International Journal of Audiology. ISSN 1499-2027. 46, p. 232–243. Full text in Research Archive

View all works in NVA

• Haukedal, Christiane; Sundström, Simon; Löfkvist, Ulrika & Wie, Ona Bø (2025). Hørselstap hos barn. In Befring, Edvard (Eds.), Spesialpedagogikk. Cappelen Damm Akademisk. ISSN 9788202839888. p. 507–538. Full text in Research Archive Show summary

  Spesialpedagogikk, som er det mest omfattende og allsidige verket om spesialpedagogikk i Norge, kommer nå i sin 7. utgave. Bokas fire deler omhandler disse temaene:Spesialpedagogikkens identitet som et mangfoldig lærings- og verdifag: faglige perspektiver og forståelsesmåter, etikk, opplæringsrettigheter, historiske grunntrekk og spesialpedagogisk kompetanseutvikling. Spesialpedagogiske grunnleggende arbeidsoppgaver: inkludering, kartlegging, forebygging, den spesialpedagogiske tiltakskjeden og samarbeid med foreldre, PPT og andre. Spesialpedagogiske støtte- og hjelpetiltak for en mangfoldig målgruppe: kommunikasjons- og språkforstyrrelser, lese- og skrivevansker, matematikkvansker, utviklingshemming, hørsels- og synsvansker, fysisk-motoriske funksjonshemminger, psykososial sårbarhet, migrasjonsrelaterte vansker, autisme og barn og unge med stort læringspotensial. Spesialpedagogikk i barnehage og skole: barnehage, grunnskole, videregående opplæring og skolelivsmestring. Boka retter seg primært til bachelor- og masterstudenter i spesialpedagogikk og studenter i lærerutdanningene, men er også velegnet i pedagogikk-, sosial- og helsefagene. Forfatterne er rekruttert fra de fremste studie- og forskningsmiljøene i Norge.

• Burum, Kristina; Wie, Ona Bø & Lyxell, Björn (2022). Theory of mind, language and cognitive skills in deaf and deafblind children (Usher syndrome) with cochlear implants. Full text in Research Archive
• Rødvik, Arne Kirkhorn; Tvete, Ole; Skaug, Ingebjørg; Torkildsen, Janne von Koss; Wie, Ona Bø & Silvola, Juha Tapio (2022). Consonant and Vowel Confusions in Well-Performing Children and Adolescents With Cochlear Implants, Measured by a Nonsense-Word Repetition Test. Full text in Research Archive
• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Kristensen, Jarl Kleppe; Gustafsson, Jan-Eric; Lyster, Solveig Alma Halaas & Snow, Catherine [Show all 12 contributors for this article] (2021). App-based morphological training produces lasting effects on word knowledge in primary school children. Full text in Research Archive
• Burum, Kristina; Wie, Ona Bø & Lyxell, Björn (2021). Theory of mind in deaf and deafblind children (Usher syndrome) with cochlear implants. Full text in Research Archive
• Torkildsen, Janne von Koss; Bratlie, Siri Steffensen; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Kristensen, Jarl Kleppe & Næss, Kari-Anne Bottegaard [Show all 10 contributors for this article] (2019). Kaptein Morf: A digital morphology-based vocabulary intervention for primary school children. Full text in Research Archive
• Rødvik, Arne Kirkhorn; Tvete, Ole; Torkildsen, Janne von Koss; Wie, Ona Bø; Skaug, Ingebjørg & Silvola, Juha Tapio (2019). Perception of speech features compared for two groups of cochlear implant stimulation strategies. Full text in Research Archive
• Wie, Ona Bø (2018). Cochlear Implant in Norway - Long-term outcomes. Full text in Research Archive
• Rødvik, Arne Kirkhorn; Skaug, Ingebjørg; Torkildsen, Janne von Koss; Tvete, Ole; Perold, Jennifer & Wie, Ona Bø [Show all 7 contributors for this article] (2018). Can consonant and vowel perception in well-performing Afrikaans- and Norwegian-speaking cochlear implant users be assessed by a cross-linguistic nonsense syllable repetition test? Full text in Research Archive
• Haukedal, Christiane Lingås; Lyxell, Björn & Wie, Ona Bø (2018). Health-Related quality of life in Norwegian children with cochlear implants or normal hearing. Full text in Research Archive
• Torkildsen, Janne von Koss; Arciuli, Joanne & Wie, Ona Bø (2017). Statistical learning in two groups of children with different causes for their language impairment. Full text in Research Archive
• Torkildsen, Janne von Koss; Hagtvet, Bente Eriksen; Bratlie, Siri Steffensen; Jarl, Kristensen; Valberg, Åsrun Edvardsen & Røe-Indregård, Hanne [Show all 9 contributors for this article] (2017). Learning Morphology with a Software App: the Effect of Input Variability. Full text in Research Archive
• Haukedal, Christiane Lingås & Wie, Ona Bø (2017). Self- and proxy-reported Health-Related Quality of Life in children with Cochlear Implants. Full text in Research Archive
• Wie, Ona Bø (2017). Ungdom og CI-bruker. Full text in Research Archive
• Wie, Ona Bø (2017). Handicap of unilateral hearing loss. Full text in Research Archive
• Haukedal, Christiane Lingås & Wie, Ona Bø (2017). Unge med CI og helserelatert livskvalitet. Full text in Research Archive
• Haukedal, Christiane Lingås & Wie, Ona Bø (2017). Presentasjon av resultater fra forskningsprosjektet "Språk, hørsel hos livskvalitet hos personer som har fått CI som barn i Norge mellom 1988 og 2015". Full text in Research Archive
• Rødvik, Arne Kirkhorn; Tvete, Ole; Wie, Ona Bø; Torkildsen, Janne von Koss; Skaug, Ingebjørg & Silvola, Juha Tapio (2017). Consonant and vowel repetition in children with cochlear implants measured by a nonsense syllable hearing test. Full text in Research Archive
• Wie, Ona Bø (2017). The substantial diversity among cochlear Implant recipients. Full text in Research Archive
• Torkildsen, Janne von Koss; Wie, Ona Bø & Haukedal, Christiane Lingås (2016). Language abilities in children with moderate hearing impairment. Full text in Research Archive
• Torkildsen, Janne von Koss; Arciuli, Joanne; Haukedal, Christiane Lingås & Wie, Ona Bø (2016). Intact visual statistical learning in children with cochlear implants. Full text in Research Archive
• Haukedal, Christiane Lingås; Torkildsen, Janne von Koss & Wie, Ona Bø (2016). Quality of life in children who received cochlear implanted before the age of two. Full text in Research Archive
• Torkildsen, Janne von Koss; Wie, Ona Bø & Arciuli, Joanne (2016). Statistical Learning in children with specific Language impairment. Full text in Research Archive
• Torkildsen, Janne von Koss & Wie, Ona Bø (2016). Språkferdigheter hos barn med moderat hørselstap. Full text in Research Archive
• Torkildsen, Janne von Koss; Hagtvet, Bente Eriksen; Lyster, Solveig-Alma Halaas; Næss, Kari-Anne Bottegaard & Wie, Ona Bø (2015). Hvordan kan vi best fremme ordlæring? Presentasjon av et nytt intervensjonsprosjekt for 6- og 7-åringer med typisk og atypisk utvikling. Full text in Research Archive
• Torkildsen, Janne von Koss; Arciuli, Joanne; Haukedal, Christiane Lingås & Wie, Ona Bø (2015). Visual Statistical Learning in children With Language impairment and children With hearing loss. Full text in Research Archive
• Wie, Ona Bø (2015). Research update - Norway. Full text in Research Archive
• Torkildsen, Janne von Koss; Arciuli, Joanne; Haukedal, Christiane Lingås; Gismarvik, Marit Enny & Wie, Ona Bø (2015). Statistical Learning in typically developing children, children with specific language impairment and children with hearing loss. Full text in Research Archive
• Wie, Ona Bø; Gismarvik, Marit Enny & Valberg, Åsrun Edvardsen (2015). Hørsel og språk hos elever med Cochleaimplantat i videregående opplæring? Full text in Research Archive
• Wie, Ona Bø (2015). Mangfold og utfordringer knyttet til bruk av CI hos personer som har fått cochleaimplantat som barn. Full text in Research Archive
• Wie, Ona Bø & Haukedal, Christiane Lingås (2015). Hørsel, språk og livskvalitet hos personer som har fått CI som barn. Aldersgruppe 0-6 år. Full text in Research Archive
• Wie, Ona Bø (2014). Report on complex language skills in prelingually deaf children six years after simultaneously bilateral implantation from 5 to 18 months of age. Full text in Research Archive
• Haukedal, Christiane Lingås & Wie, Ona Bø (2014). Early literacy skills in children with simultaneous bilateral cochlear implantation between 5 and 18 months. Full text in Research Archive
• Wie, Ona Bø (2014). Language and communication results of Norwegian children with a cochlear implant. Full text in Research Archive
• Alexandersson, A.; Hyvärinen, H.; Löfqvist, U & Wie, Ona Bø (2014). Cochlear Implantation In Children. Round table presentation. Full text in Research Archive
• Wie, Ona Bø (2014). Ny forskning – 6 år efter bilateralt CI – hvordan går det børnene? Et longitudinelt studie på børn i Norge 6 år efter CI-operation. Hvordan klarer de sig sprogligt? Full text in Research Archive
• Kelsey, Klein; Haukedal, Christiane Lingås & Wie, Ona Bø (2014). Early predictors of narrative skills after 6 years (72 months) of cochlear implant use. Full text in Research Archive
• Rødvik, Arne K; Silvola, Juha Tapio; Torkildsen, Janne von Koss & Wie, Ona Bø (2014). Speech sound identification by children and adults with cochlear implants. Full text in Research Archive
• Rødvik, Arne K; Silvola, Juha Tapio; Torkildsen, Janne von Koss & Wie, Ona Bø (2014). Speech sound identification by adults and children with a cochlear implant. Full text in Research Archive
• Haukedal, Christiane Lingås & Wie, Ona Bø (2014). Early literacy skills in children with simultaneous bilateral cochlear implantation between 5 and 18 months. Full text in Research Archive
• Wie, Ona Bø (2011). Bedre språkutvikling etter cochlea-implantasjon. Tidsskrift for Den norske legeforening (Tidsskriftet). ISSN 0029-2001. 131, p. 556–556. doi: 10.4045/tidsskr.11.0207. Full text in Research Archive
• Siem, Geir; Wie, Ona Bø; Heimdal, Ketil Riddervold; Fagerheim, Toril; Jonsrud, Christoffer & Teig, Erik [Show all 7 contributors for this article] (2011). Performance after cochlear implantation in children with different etiologies of hearing impairment. Full text in Research Archive
• Strøm-Roum, Henrik; Rødvik, Arne K; Osnes, Terje & Wie, Ona Bø (2011). Optimal sound level- a comparison between children with CI and normal hearing children. Full text in Research Archive
• Wie, Ona Bø (2011). Talespråkutvikling etter tildig bilatera cochleaimplantasjon. LOGOS Audiologopædisk tidsskrift. p. 18–20. Full text in Research Archive
• Strøm-Roum, Henrik; Rødvik, Arne K; Lutman, Mark E; Wie, Ona Bø & Laurent, Claude H. Claesson (2009). Sound localizing ability in children operated with sequential bilateral cochlear implants. Full text in Research Archive
• Wie, Ona Bø & Roland, Kjersti (2008). Simultaneously Bilateral Cochlear Implantation in Deaf Children from 5 to 18 Months. Full text in Research Archive
• Siem, Geir; Wie, Ona Bø & Harris, Sten (2008). Cochleaimplantat og tegnspråk. Tidsskrift for Den norske legeforening (Tidsskriftet). ISSN 0029-2001. 128(1), p. 69–69. Full text in Research Archive
• Wie, Ona Bø (2008). Brennpunkt. [TV]. NRK. Full text in Research Archive
• Wie, Ona Bø (2008). Livskvalitet for barn med CI og feres familier. Full text in Research Archive
• Wie, Ona Bø (2007). Development in use of CI in Norway for adults and children. Full text in Research Archive
• Wie, Ona Bø (2007). Cochleaimplantat og talespråkoppfattelse. Audio-nytt, nr.3, 1977. ISSN 0347-6308. p. 18–21. Full text in Research Archive
• Harris, Sten & Wie, Ona Bø (2007). BILATERAL COCHLEAR IMPLANTATION. Full text in Research Archive
• Wie, Ona Bø (2007). BILATERAL COCHLEAR IMPLANTATION IN DEAF CHILDREN FROM 5 TO 18 MONTHS: EFFECT ON SPOKEN LANGUAGE SKILLS. Full text in Research Archive
• Wie, Ona Bø (2007). Hearing and Language Development after Bilateral Cochlear Implantation between the 5th and the 18th Living Month. Full text in Research Archive
• Wie, Ona Bø (2007). Sånn er Livet. [Radio]. NRK . Full text in Research Archive
• Uggen, Marte; Ølstørn, Anja; Wie, Ona Bø & Harris, Sten (2007). Sequential bilateral cochlear implantation. Full text in Research Archive
• Wie, Ona Bø (2006). Opplæringstilbud for barn med CI sett i lys av nyere forskning. Full text in Research Archive
• Wie, Ona Bø (2006). Kan döva bli hörande? En kartlägging av de hundra första barnen med cochleaimplantat i Norge. Full text in Research Archive
• Wie, Ona Bø (2006). Assessment with the LittleEARS auditory questionnaire and directions for therapy. Full text in Research Archive
• Wie, Ona Bø (2006). Tale og taleforståelse hos CI-barn. Full text in Research Archive
• Wie, Ona Bø (2006). CI in children implanted within the 18th living month. Full text in Research Archive
• Wie, Ona Bø (2006). Hørselstap hos små barn, oppfølging av CI-opererte. Full text in Research Archive
• Wie, Ona Bø (2006). Ikke alle som er født døve trenger å forbli døve. [TV]. NRK Dagsrevyen - Lørdagsrevyen. Full text in Research Archive
• Wie, Ona Bø (2006). Dilemma for døve foreldre. Flest døve er negative til operasjon. [Journal]. Foreldre og barn. Full text in Research Archive
• Wie, Ona Bø (2005). "Verdt å vite" NRK P2. [Radio]. Oslo. Full text in Research Archive
• Wie, Ona Bø (2005). Dagsrevyen, Innslag om cochleaimplantasjon og habiliteringopplegg etter implantasjon. [TV]. NRK 1. Full text in Research Archive
• Wie, Ona Bø; Uggen, Marte & Falkenberg, Eva-Signe (2005). CI in 79 prelingual deaf signing children. Full text in Research Archive
• Wie, Ona Bø (2005). "Tid for tegn", NRK 1 Intervju vedr.cochleaimplantat. [TV]. NRK. Full text in Research Archive
• Wie, Ona Bø (2005). Barn med cochleaimplantat - faktorer assosiert med utvikling av taleoppfattelse, taleproduksjon og trivsel. Full text in Research Archive
• Wie, Ona Bø (2005). Hva er et cochleaimplantat? Hvilke faktorer kan forklare variasjonen i taleoppfattelse og hvike konsekvenser har bruk av cochleaimplantat på habiliteringsarbeidet til barn og voksne med cochleaimplantat? Full text in Research Archive
• Wie, Ona Bø; Nipe, Christina & Falkenberg, Eva-Signe (2011). Ekspressiv og reseptiv språkutvikling hos 4 åringer med cochleaimplantat. : Hvilken sammenheng kan man finne mellom ekspressivt og reseptivt språk hos bilateralt cochleaimplanterte 4 åringer? Universitetet i Oslo. Full text in Research Archive Show summary

  Sammendrag Bakgrunn for egen undersøkelse Hørselshemmede får på grunnlag av sin reduserte hørsel et begrenset auditivt stimulus. Hva de hører og hva de ikke hører vil være medvirkende faktorer for deres talespråkutvikling. Gjennom kommunikasjon og språk vil et hørselshemmet barn, i likhet med normalthørende barn, lære å forstå seg selv, forstå omgivelsene rundt seg og vil danne seg en identitet. I løpet av barnets første fire leveår tilegner barnet seg ulike regler innenfor talespråket. Ved fireårsalder oppfattes talespråket som etablert på et grunnleggende plan. Tidligere forskning har vist at hva barn oppfatter og forstår av tale, kan ha sammenheng med hva barna selv klarer å uttrykke ved hjelp av talespråk. Døve har tidligere benyttet tegnspråk som sin primære kommunikasjonsform. Cochleaimplantat kan gi prelingvalt døve barn mulighet til å oppfatte talelyd og tilegne seg et talespråk. Flere faktorer er viktige for språkutviklingen til barn med CI. Det kan bl.a. være alder ved operasjon, brukstid, kognitive ferdigheter og valg av opplæringsmodus (talespråk, tegnspråk eller en kombinasjon). Denne masteroppgaven er knyttet opp mot forskningsprosjektet ”Talespråklig habilitering av døve og sterkt tunghørte barn fra 0-6 år som anvender høreapparat/cochleaimplantat” ved øre-nese-hals avdelingen på Rikshospitalet. Formål og problemstilling Masteroppgavens formål er å bidra til økt kunnskap om barn med CI sin talespråkutvikling, og spesielt sammenhengen mellom deres ekspressive og reseptive språkutvikling. Dette kan være av interesse for de som arbeider med tale- og lyttetrening av barn med CI, og andre ønsker kunnskap om talespråkutviklingen til barn med CI. Masteroppgavens problemstilling er: "Prelingvalt døve 4-åringer som har fått cochleaimplantat innen 18-måneders alder: Hvilken sammenheng kan man finne mellom reseptivt og ekspressivt språk hos disse barna?" Metode Undersøkelsen er av kvantitativ art og er gjennomført med et ikke eksperimentelt design. Som problemstillingen tilsier består eget utvalg av prelingvalt døve barn, som har fått operert inn et CI innen 18 måneders alder. Ved testtidspunkt er barna i utvalget 4 år. Barna i utvalget har ingen kjente tilleggsvansker som kan være til hinder for språkutviklingen. Hver år får ca. 30-40 barn CI i Norge. Ut i fra antallet barn som årlig blir operert og kriteriene jeg satt for deltakelse i egen undersøkelse, består eget utvalg av åtte barn. Ved en tilfeldighet består eget utvalg av fire gutter og fire jenter. For å måle barnas reseptive språk er vokabulartesten British Picture Vocabulary Scale II (BPVS II) benyttet. Hovedsakelig er gjennomsnittlig ytringslengde benyttet for å måle barnas ekspressive språk. Mullen Scales of Early Learning (MSEL) er også benyttet til dette formålet, men først og fremst for å styrke validiteten av resultatene av gjennomsnittlig ytringslengde. Resultater I denne masteroppgaven finner jeg ingen signifikant sammenheng mellom ekspressiv og reseptiv språktilegnelse. Flere tidligere studier med tilnærmet de samme måleinstrumentene og ulike utvalg finner en sterk signifikant sammenheng mellom barnas ekspressive og reseptive språk. Jeg antar at manglende signifikante resultater i denne masteroppgaven skyldes lite utvalg. Ut i fra resultatene av egen undersøkelse ser det ut som om prelingvalt døve barn oppnår et reseptivt språk innenfor normalområdet i løpet av 36 måneders brukstid. Resultatene av barnas gjennomsnittlige ytringslengde er sammenliknet med resultatene av MSEL. Disse resultatene korrelerer ikke signifikant, og jeg antar at dette enten er fordi utvalget er så lite at noen avvikende resultater fører til ikke signifikante resultater, eller fordi en av målemetodene ikke har god nok validitet. Barnas gjennomsnittlige ytringslengde påvirkes i stor grad av et høyt antall ettordsytringer. Ut i fra tidligere teori tenker jeg at pedagogen spiller en viktig rolle i forhold til hvor lange barnas ytringer er i gjennomsnitt.

• Kirkehei, Ingvild; Myrhaug, Hilde Tinderholt; Garm, Ninna; Simonsen, Eva & Wie, Ona Bø (2011). Kommunikasjonsformer for barn med cochleaimplantat. Folkehelseinstituttet. ISSN 9788281214262. Full text in Research Archive Show summary

  Omkring 90 til 95 % av døve barn i Norge får tilbud om cochleaimplantat (CI) i ett eller begge ører. CI er et avansert høreapparat som hjelper barna med å oppfatte lyd. Foreldre til barn med CI må ta stilling til hvilken kommunikasjonsform barna skal bruke. I Norge står valget hovedsakelig mellom tre tilnærminger: bruk av både talespråk og tegnspråk (tospråklig kommunikasjon), talespråk med tegnstøtte eller talespråk alene (oral kommunikasjon). Formålet med denne systematiske oversikten har vært å oppsummere nyere studier som vurderer effekten av å få opplæring i og på talespråk og tegnspråk, talespråk med tegnstøtte eller talespråk alene. Vi har også inkludert studier på totalkommunikasjon, en kommunikasjonsform som brukes i USA og som inneholder ulike elementer av tale, tegnstøtte eller tegnspråk. Vi har sett på barn som har fått CI innen fylte tre år og vi har ønsket å besvare følgende spørsmål: Hvilken effekt har valgt kommunikasjonsform på barnas lyd- og talegjenkjennelse, taleproduksjon, språkforståelse, språkproduksjon, sosiale deltagelse, livskvalitet og eventuelle andre utfall? Det er usikkert hvilken effekt talespråk alene, talespråk med tegnstøtte, totalkommunikasjon eller bruk av både talespråk og tegnspråk har på barn som har fått innoperert CI innen fylte tre år. Vi fant fire studier som sammenlignet totalkommunikasjon med talespråk alene. Kvaliteten på dokumentasjonen var svært lav, og funnene kan ha begrenset overføringsverdi til norske forhold. Vi fant ingen studier på barn som brukte både talespråk og tegnspråk og heller ingen studier som målte barnas livskvalitet eller sosiale deltagelse.

• Wie, Ona Bø & Karine, Uggen Marte (2008). Sekvensiell Bilateral Cochleaimplantasjon, Om nytten av et cochleaimplantat nummer to og om tid som påvirkende faktor. Universitetet i Oslo. Full text in Research Archive

View all works in NVA