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| Name | Class |
|---|---|
| Northwestern University | OTHER |
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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.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Phonological Awareness | Experimental | Children will play games to practice their rhyming, sound sequencing, and letter-sound knowledge. These games are all implemented in the Earobics program. |
|
| Working Memory | Experimental | Children will play games designed to help them hold and manipulate objects in memory. These games are implemented in Cogmed. |
|
| Phonological Awareness + Working Memory | Experimental | Children will practice both their sound skills (Earobics) and their memory skills (Cogmed). |
|
| Active Control | Active Comparator | Children will play games to practice their addition and subtraction skills (Splashmath). |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Phonological Awareness | Behavioral | Earobics training |
| |
| Measure | Description | Time Frame |
|---|---|---|
| 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 |
| 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 |
| 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 |
| Measure | Description | Time Frame |
|---|---|---|
| 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 |
| Change in Receptive/Expressive One Word Picture Vocabulary Test |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Erin Ingvalson, PhD | Florida State University | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Florida State University | Tallahassee | Florida | 32306 | United States | ||
| Northwestern University |
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| ID | Term |
|---|---|
| D006319 | Hearing Loss, Sensorineural |
| ID | Term |
|---|---|
| D034381 | Hearing Loss |
| D006311 | Hearing Disorders |
| D004427 | Ear Diseases |
| D010038 | Otorhinolaryngologic Diseases |
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The efficacy of phonological awareness (Earobics) and working memory (Cogmed) training alone and in combination are compared to an active control (Splashmath).
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Assessors are blind to treatment condition. Intervention providers are blind to assessment outcomes.
| Working Memory |
| Behavioral |
Cogmed training |
|
| Phonological Awareness + Working Memory | Behavioral | Earobics + Cogmed training |
|
| Active Control | Behavioral | Spashmath |
|
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 |
| 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 |
| Evanston |
| Illinois |
| 60208 |
| United States |
| D012678 |
| Sensation Disorders |
| D009461 | Neurologic Manifestations |
| D009422 | Nervous System Diseases |
| D012816 | Signs and Symptoms |
| D013568 | Pathological Conditions, Signs and Symptoms |