An Interactive View of Reading Comprehension: Implications for Assessment

Purpose

This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment.

Method

It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors.

Result

Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation.

Conclusion

This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.

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Epilogue: Reading Comprehension Is Not a Single Ability—Implications for Assessment and Instruction

Purpose

In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension.

Method

We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the “Instruction” section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge.

Conclusions

We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.

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Commentary on “Reading Comprehension Is Not a Single Ability”: Implications for Child Language Intervention

Purpose

This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and activity.

Method

Reading comprehension, as Catts and Kamhi explain, is very complicated. In this commentary, I consider how comprehension has been taught and the directions in which it is moving. I consider how speech-language pathologists (SLPs), with their distinctive expertise and resources, can contribute to effective reading comprehension instruction. I build from Catts and Kamhi's emphasis on the importance of context and knowledge, using the approaches of staying on topic, close reading, and incorporating quality features of intervention. I consider whether and how SLPs should treat language skills and comprehension strategies to achieve noticeable changes in their students' reading comprehension.

Conclusion

Within this multidimensional view of reading comprehension, SLPs can make strategic, meaningful contributions to improving the reading comprehension of students with language impairments.

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Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities

Purpose

The purpose of this article is to discuss reading comprehension deficits in adolescents in relation to their word reading skills and lexical and syntactic development. Although reading comprehension strategies (e.g., “Find the main idea”) are often recommended, it is argued that before these can be effective, students' underlying language deficits should be addressed.

Method

Data from a longitudinal study are analyzed to determine the relationship between reading comprehension, word reading, and lexical and syntactic development in adolescents.

Results

The findings indicate that poor reading comprehension in adolescents is predicted by concurrent deficits in word reading ability, lexical development, and syntactic development.

Conclusion

When poor comprehension is accompanied by deficits in word reading ability and/or lexical and syntactic development, intervention should target the underlying areas of deficiency. Studies designed to improve reading comprehension in adolescents are needed.

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Prologue: Reading Comprehension Is Not a Single Ability

Purpose

In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches.

Method

We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered.

Conclusion

Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks.

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Masthead

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Beyond Comprehension Strategy Instruction: What's Next?

Purpose

In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability.

Method

We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice.

Results

We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes.

Conclusions

Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.

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Introduction to the Clinical Forum: Reading Comprehension Is Not a Single Ability

Purpose

In this introduction to the clinical forum on reading comprehension, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools provides data on our national reading comprehension problem, resources for increasing our understanding of reading comprehension, and a call to action for speech-language pathologists to work with educational teams to address poor reading comprehension in school-age children.

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Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model

Purpose

In this discussion as part of a response to Catts and Kamhi's “Prologue: Reading Comprehension Is Not a Single Activity” (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The authors were asked to provide readers with evidence-based practices that lend support to applications of a multidimensional model of comprehension.

Method

We present examples from the reading comprehension literature that support the notion that reading is a complex set of abilities that include a reader's ability, especially background knowledge; the type of text the reader is being asked to comprehend; and the task or technique used in assessment or intervention paradigms. An intervention session from 6th grade serves to demonstrate how background knowledge, a text's demands, and tasks may come together in the real world as clinicians and educators aim to help students comprehend complex material.

Conclusions

The authors agree with the conceptual framework proposed by Catts and Kamhi that clinicians and educators should consider the multidimensional nature of reading comprehension (an interaction of reader, text, and task) when creating assessment and intervention programs. The authors might depart slightly by considering, more closely, those reading comprehension strategies that might facilitate comprehension across texts and tasks with an understanding of students' individual needs at different points in time

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An Interactive View of Reading Comprehension: Implications for Assessment

Purpose

This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment.

Method

It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors.

Result

Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation.

Conclusion

This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.

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Epilogue: Reading Comprehension Is Not a Single Ability—Implications for Assessment and Instruction

Purpose

In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension.

Method

We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the “Instruction” section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge.

Conclusions

We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.

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Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns

Purpose

The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI).

Method

Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test.

Results

The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0–1 treated words correctly at Naming Test 1; naming 0–2 treated words correctly at Naming Test 2; naming 0–3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but rmemory evolution also contributed (albeit to a lesser degree) to word learning success.

Conclusion

Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.

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Commentary on “Reading Comprehension Is Not a Single Ability”: Implications for Child Language Intervention

Purpose

This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and activity.

Method

Reading comprehension, as Catts and Kamhi explain, is very complicated. In this commentary, I consider how comprehension has been taught and the directions in which it is moving. I consider how speech-language pathologists (SLPs), with their distinctive expertise and resources, can contribute to effective reading comprehension instruction. I build from Catts and Kamhi's emphasis on the importance of context and knowledge, using the approaches of staying on topic, close reading, and incorporating quality features of intervention. I consider whether and how SLPs should treat language skills and comprehension strategies to achieve noticeable changes in their students' reading comprehension.

Conclusion

Within this multidimensional view of reading comprehension, SLPs can make strategic, meaningful contributions to improving the reading comprehension of students with language impairments.

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Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities

Purpose

The purpose of this article is to discuss reading comprehension deficits in adolescents in relation to their word reading skills and lexical and syntactic development. Although reading comprehension strategies (e.g., “Find the main idea”) are often recommended, it is argued that before these can be effective, students' underlying language deficits should be addressed.

Method

Data from a longitudinal study are analyzed to determine the relationship between reading comprehension, word reading, and lexical and syntactic development in adolescents.

Results

The findings indicate that poor reading comprehension in adolescents is predicted by concurrent deficits in word reading ability, lexical development, and syntactic development.

Conclusion

When poor comprehension is accompanied by deficits in word reading ability and/or lexical and syntactic development, intervention should target the underlying areas of deficiency. Studies designed to improve reading comprehension in adolescents are needed.

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Prologue: Reading Comprehension Is Not a Single Ability

Purpose

In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches.

Method

We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered.

Conclusion

Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks.

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Masthead

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Beyond Comprehension Strategy Instruction: What's Next?

Purpose

In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability.

Method

We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice.

Results

We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes.

Conclusions

Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.

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Introduction to the Clinical Forum: Reading Comprehension Is Not a Single Ability

Purpose

In this introduction to the clinical forum on reading comprehension, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools provides data on our national reading comprehension problem, resources for increasing our understanding of reading comprehension, and a call to action for speech-language pathologists to work with educational teams to address poor reading comprehension in school-age children.

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Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model

Purpose

In this discussion as part of a response to Catts and Kamhi's “Prologue: Reading Comprehension Is Not a Single Activity” (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The authors were asked to provide readers with evidence-based practices that lend support to applications of a multidimensional model of comprehension.

Method

We present examples from the reading comprehension literature that support the notion that reading is a complex set of abilities that include a reader's ability, especially background knowledge; the type of text the reader is being asked to comprehend; and the task or technique used in assessment or intervention paradigms. An intervention session from 6th grade serves to demonstrate how background knowledge, a text's demands, and tasks may come together in the real world as clinicians and educators aim to help students comprehend complex material.

Conclusions

The authors agree with the conceptual framework proposed by Catts and Kamhi that clinicians and educators should consider the multidimensional nature of reading comprehension (an interaction of reader, text, and task) when creating assessment and intervention programs. The authors might depart slightly by considering, more closely, those reading comprehension strategies that might facilitate comprehension across texts and tasks with an understanding of students' individual needs at different points in time

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An Interactive View of Reading Comprehension: Implications for Assessment

Purpose

This clinical focus article explores further the multidimensional view of reading comprehension put forward by Catts and Kamhi (2017) in this clinical forum and its implications for reading assessment.

Method

It is argued that a multidimensional or interactive view of reading predicts variability in student performance on reading assessments as a function of the interaction among reader, text, and task factors.

Result

Student performance on any given reading assessment should be interpreted in relation to the specific reading demands of the assessment, rather than as a fixed ability that generalizes to any given reading situation.

Conclusion

This view implies a different approach to the use of both summative and classroom assessment than is currently common practice.

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via IFTTT

Epilogue: Reading Comprehension Is Not a Single Ability—Implications for Assessment and Instruction

Purpose

In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension.

Method

We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the “Instruction” section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge.

Conclusions

We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.

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Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns

Purpose

The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI).

Method

Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test.

Results

The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0–1 treated words correctly at Naming Test 1; naming 0–2 treated words correctly at Naming Test 2; naming 0–3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but rmemory evolution also contributed (albeit to a lesser degree) to word learning success.

Conclusion

Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.

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Commentary on “Reading Comprehension Is Not a Single Ability”: Implications for Child Language Intervention

Purpose

This commentary responds to the implications for child language intervention of Catts and Kamhi's (2017) call to move from viewing reading comprehension as a single ability to recognizing it as a complex constellation of reader, text, and activity.

Method

Reading comprehension, as Catts and Kamhi explain, is very complicated. In this commentary, I consider how comprehension has been taught and the directions in which it is moving. I consider how speech-language pathologists (SLPs), with their distinctive expertise and resources, can contribute to effective reading comprehension instruction. I build from Catts and Kamhi's emphasis on the importance of context and knowledge, using the approaches of staying on topic, close reading, and incorporating quality features of intervention. I consider whether and how SLPs should treat language skills and comprehension strategies to achieve noticeable changes in their students' reading comprehension.

Conclusion

Within this multidimensional view of reading comprehension, SLPs can make strategic, meaningful contributions to improving the reading comprehension of students with language impairments.

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via IFTTT

Reading Comprehension Deficits in Adolescents: Addressing Underlying Language Abilities

Purpose

The purpose of this article is to discuss reading comprehension deficits in adolescents in relation to their word reading skills and lexical and syntactic development. Although reading comprehension strategies (e.g., “Find the main idea”) are often recommended, it is argued that before these can be effective, students' underlying language deficits should be addressed.

Method

Data from a longitudinal study are analyzed to determine the relationship between reading comprehension, word reading, and lexical and syntactic development in adolescents.

Results

The findings indicate that poor reading comprehension in adolescents is predicted by concurrent deficits in word reading ability, lexical development, and syntactic development.

Conclusion

When poor comprehension is accompanied by deficits in word reading ability and/or lexical and syntactic development, intervention should target the underlying areas of deficiency. Studies designed to improve reading comprehension in adolescents are needed.

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Prologue: Reading Comprehension Is Not a Single Ability

Purpose

In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches.

Method

We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered.

Conclusion

Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks.

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Masthead

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Beyond Comprehension Strategy Instruction: What's Next?

Purpose

In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability.

Method

We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice.

Results

We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes.

Conclusions

Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.

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Introduction to the Clinical Forum: Reading Comprehension Is Not a Single Ability

Purpose

In this introduction to the clinical forum on reading comprehension, the Editor-in-Chief of Language, Speech, and Hearing Services in Schools provides data on our national reading comprehension problem, resources for increasing our understanding of reading comprehension, and a call to action for speech-language pathologists to work with educational teams to address poor reading comprehension in school-age children.

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Comprehending Comprehension: Selected Possibilities for Clinical Practice Within a Multidimensional Model

Purpose

In this discussion as part of a response to Catts and Kamhi's “Prologue: Reading Comprehension Is Not a Single Activity” (2017), the authors provide selected examples from 4th-, 5th-, and 6th-grade texts to demonstrate, in agreement with Catts and Kamhi, that reading comprehension is a multifaceted and complex ability. The authors were asked to provide readers with evidence-based practices that lend support to applications of a multidimensional model of comprehension.

Method

We present examples from the reading comprehension literature that support the notion that reading is a complex set of abilities that include a reader's ability, especially background knowledge; the type of text the reader is being asked to comprehend; and the task or technique used in assessment or intervention paradigms. An intervention session from 6th grade serves to demonstrate how background knowledge, a text's demands, and tasks may come together in the real world as clinicians and educators aim to help students comprehend complex material.

Conclusions

The authors agree with the conceptual framework proposed by Catts and Kamhi that clinicians and educators should consider the multidimensional nature of reading comprehension (an interaction of reader, text, and task) when creating assessment and intervention programs. The authors might depart slightly by considering, more closely, those reading comprehension strategies that might facilitate comprehension across texts and tasks with an understanding of students' individual needs at different points in time

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In situ Hearing Tests for the Purpose of a Self-Fit Hearing Aid

This study investigated the potential and limitations of a self-fit hearing aid. This can be used in the “developing” world or in countries with large distances between the hearing-impaired subjects and the professional. It contains an on-board tone generator for in situ user-controlled, automated audiometry, and other tests for hearing aid fitting. Twenty subjects with mild hearing losses were involved. In situ audiometry showed a test-retest reliability (SD Audiol Neurotol 2017;22:15-23

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How Accurate are Environmental Classifiers in Hearing Aids?

All modern hearing aids with any kind of automatic functionality use analysis of the acoustic environment. The most basic is the compression system, which uses level detectors to determine how much gain should be applied to the input signal according to the amplification scheme. However, when speaking of environmental classification, what we usually mean is the system by which the hearing aid decides what sort of listening situation it is in.

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How Accurate are Environmental Classifiers in Hearing Aids?

All modern hearing aids with any kind of automatic functionality use analysis of the acoustic environment. The most basic is the compression system, which uses level detectors to determine how much gain should be applied to the input signal according to the amplification scheme. However, when speaking of environmental classification, what we usually mean is the system by which the hearing aid decides what sort of listening situation it is in.

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How Accurate are Environmental Classifiers in Hearing Aids?

All modern hearing aids with any kind of automatic functionality use analysis of the acoustic environment. The most basic is the compression system, which uses level detectors to determine how much gain should be applied to the input signal according to the amplification scheme. However, when speaking of environmental classification, what we usually mean is the system by which the hearing aid decides what sort of listening situation it is in.

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Assessing the Role of Place and Timing Cues in Coding Frequency and Amplitude Modulation as a Function of Age

Abstract

Natural sounds can be characterized by their fluctuations in amplitude and frequency. Ageing may affect sensitivity to some forms of fluctuations more than others. The present study used individual differences across a wide age range (20–79 years) to test the hypothesis that slow-rate, low-carrier frequency modulation (FM) is coded by phase-locked auditory-nerve responses to temporal fine structure (TFS), whereas fast-rate FM is coded via rate-place (tonotopic) cues, based on amplitude modulation (AM) of the temporal envelope after cochlear filtering. Using a low (500 Hz) carrier frequency, diotic FM and AM detection thresholds were measured at slow (1 Hz) and fast (20 Hz) rates in 85 listeners. Frequency selectivity and TFS coding were assessed using forward masking patterns and interaural phase disparity tasks (slow dichotic FM), respectively. Comparable interaural level disparity tasks (slow and fast dichotic AM and fast dichotic FM) were measured to control for effects of binaural processing not specifically related to TFS coding. Thresholds in FM and AM tasks were correlated, even across tasks thought to use separate peripheral codes. Age was correlated with slow and fast FM thresholds in both diotic and dichotic conditions. The relationship between age and AM thresholds was generally not significant. Once accounting for AM sensitivity, only diotic slow-rate FM thresholds remained significantly correlated with age. Overall, results indicate stronger effects of age on FM than AM. However, because of similar effects for both slow and fast FM when not accounting for AM sensitivity, the effects cannot be unambiguously ascribed to TFS coding.

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Biomechanical Flow Amplification Arising From the Variable Deformation of the Subglottic Mucosa

Publication date: Available online 19 April 2017
Source:Journal of Voice
Author(s): Eric Goodyer, Frank Müller, Markus Hess, Karthikeyan Kandan, Farukh Farukh
ObjectiveThis study mapped the variation in tissue elasticity of the subglottic mucosa, applied these data to provide initial models of the likely deformation of the mucosa during the myoelastic cycle, and hypothesized as to the impact on the process of phonation.Study DesignSix donor human larynges were dissected along the sagittal plane to expose the vocal folds and subglottic mucosa. A linear skin rheometer was used to apply a controlled shear force, and the resultant displacement was measured. These data provided a measure of the stress/strain characteristics of the tissue at each anatomic point. A series of measurements were taken at 2-mm interval inferior of the vocal folds, and the change in elasticity was determined.ResultsIt was found that the elasticity of the mucosa in the subglottic region increased linearly with distance from the vocal folds in all 12 samples. A simple deformation model indicated that under low pressure conditions the subglottic mucosa will deform to form a cone, which could result in a higher velocity, thus amplifying the low pressure effect resulting from the Venturi principle, and could assist in maintaining laminar flow.ConclusionsThis study indicated that the deformation of the subglottic mucosa could play a significant role in the delivery of a low pressure airflow over the vocal folds. A large scale study will now be undertaken to secure more data to evaluate this hypothesis, and using computational fluid dynamics based on actual three-dimensional structure obtained from computed tomography scans the aerodynamics of this region will be investigated.



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A Proposed Protocol: Assessment for Patients with Single-Sided Deafness or Asymmetric Hearing Loss

Do you fit bone-conduction hearing aids, contralateral routing of signals (CROS) hearing aids, and/or cochlear implants to your adult patients with single-sided deafness or asymmetric hearing loss (with the four-frequency pure-tone average in the poorer ear being greater than or equal to 70 dB HL)? Curious which one is the best treatment? If so, you may be interested in a consensus paper by Van de Heyning et al (2016). 

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Does Chronic Tinnitus Impact Listening Effort?

Does chronic tinnitus have an impact on listening effort? Degeest et al (2017) completed a pilot investigation where this was the primary question. Subjects included 13 individuals with both normal hearing and constant, chronic tinnitus and 13 individuals who made up a matched control group without tinnitus. Both subject groups completed a dual-task paradigm and a subjective assessment of listening effort in three real-world conditions: (1) quiet with one talker, (2) quiet with multiple talkers, and (3) in background noise.

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Audiometric features in young adults with Turner syndrome.

Related Articles

Audiometric features in young adults with Turner syndrome.

Int J Audiol. 2017 Apr 19;:1-7

Authors: Bonnard Å, Hederstierna C, Bark R, Hultcrantz M

Abstract
OBJECTIVE: Hearing loss (HL) is a known problem in adults with Turner syndrome (TS). The aim of this study was to investigate audiometric features in young adults with TS and the extent of hearing aid provision.
DESIGN: Patients were recruited from the Turner centre at Karolinska University Hospital. Analysis of audiograms was made in relation to hearing aid use, a Swedish normal hearing cohort and the need for hearing rehabilitation.
STUDY SAMPLE: Sixty-four women with TS aged 25-38 years at the time of their audiological testing.
RESULTS: Fifty-two percent had impaired hearing in at least one ear. Sensorineural hearing loss (SNHL) was the most common type of HL, most often characterised by a high-frequency loss and/or a mid-frequency dip. Conductive HL was uncommon in young adults with TS, even though 47 percent were otitis prone as children. Eight of 64 women had previously been fitted with hearing aids.
CONCLUSIONS: There is undoubtedly a need for hearing rehabilitation in young adults with TS. Questions about hearing must be asked by all doctors treating women with TS to identify those in need for hearing rehabilitation, even if they have an audiogram with a normal pure tone average.

PMID: 28420278 [PubMed - as supplied by publisher]

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Device optimised chirp stimulus for ABR measurements with an active middle ear implant.

Related Articles

Device optimised chirp stimulus for ABR measurements with an active middle ear implant.

Int J Audiol. 2017 Apr 19;:1-5

Authors: Cebulla M, Geiger U, Hagen R, Radeloff A

Abstract
OBJECTIVE: Active middle ear implants are widely used to treat adults and children with sensorineural, conductive, or mixed hearing loss. Currently, there is no adequate method to determine the performance of active middle ear implant systems.
DESIGN: The proposed method is based on measuring the auditory brainstem response while stimulating the hearing system via the active middle ear implant (Vibrant Soundbridge(TM), VSB; MEDEL, Austria). The acoustic stimulation was achieved via an optimised chirp stimulus (CE-Chirp), implemented in the Eclipse system (Interacoustics, Denmark). To compensate for the frequency-specific delays in the VSB system, the underlying model function of the CE-Chirp was adjusted accordingly (VSB-CE-Chirp). Study samples: The study includes 12 subjects having mild to profound sensorineural, conductive or mixed hearing loss.
RESULTS: The use of an optimised VSB-CE-Chirp instead of the CE-Chirp increases significantly the ABR wave V amplitudes (1.63 times) and so also increases their identifiability (by 15.2%). On average, wave V could be identified at a 7.5 dB lower stimulation level.
CONCLUSION: The constructed VSB-CE-Chirp stimulus, after it had been transmitted through the VSB system, follows well the shape of the original CE-Chirp. Preliminary measurements in VSB patients demonstrated a significantly improved ABR amplitude with the VSB-CE-Chirp.

PMID: 28420277 [PubMed - as supplied by publisher]

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Stages of change in audiology: comparison of three self-assessment measures.

Related Articles

Stages of change in audiology: comparison of three self-assessment measures.

Int J Audiol. 2017 Apr 19;:1-5

Authors: Ingo E, Brännström KJ, Andersson G, Lunner T, Laplante-Lévesque A

Abstract
OBJECTIVE: In a clinical setting, theories of health behaviour change could help audiologists and other hearing health care professionals understand the barriers that prevent people with hearing problems to seek audiological help. The transtheoretical (stages of change) model of health behaviour change is one of these theories. It describes a person's journey towards health behaviour change (e.g. seeking help or taking up rehabilitation) in separate stages: precontemplation, contemplation, preparation, action, and, finally, maintenance. A short self-assessment measure of stages of change may guide the clinician and facilitate first appointments. This article describes correlations between three stages of change measures of different lengths, one 24-item and two one-item.
DESIGN: Participants were recruited through an online hearing screening study. Adults who failed the speech-in-noise recognition screening test and who had never undergone a hearing aid fitting were invited to complete further questionnaires online, including the three stages of change measures.
STUDY SAMPLE: In total, 224 adults completed the three measures.
RESULTS: A majority of the participants were categorised as being in one of the information- and help-seeking stage of change (contemplation or preparation). The three stages of change measures were significantly correlated. Conclusions Our results support further investigating the use of a one-item measure to determine stages of change in people with hearing impairment.

PMID: 28420270 [PubMed - as supplied by publisher]

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via IFTTT

Audiometric features in young adults with Turner syndrome.

Related Articles

Audiometric features in young adults with Turner syndrome.

Int J Audiol. 2017 Apr 19;:1-7

Authors: Bonnard Å, Hederstierna C, Bark R, Hultcrantz M

Abstract
OBJECTIVE: Hearing loss (HL) is a known problem in adults with Turner syndrome (TS). The aim of this study was to investigate audiometric features in young adults with TS and the extent of hearing aid provision.
DESIGN: Patients were recruited from the Turner centre at Karolinska University Hospital. Analysis of audiograms was made in relation to hearing aid use, a Swedish normal hearing cohort and the need for hearing rehabilitation.
STUDY SAMPLE: Sixty-four women with TS aged 25-38 years at the time of their audiological testing.
RESULTS: Fifty-two percent had impaired hearing in at least one ear. Sensorineural hearing loss (SNHL) was the most common type of HL, most often characterised by a high-frequency loss and/or a mid-frequency dip. Conductive HL was uncommon in young adults with TS, even though 47 percent were otitis prone as children. Eight of 64 women had previously been fitted with hearing aids.
CONCLUSIONS: There is undoubtedly a need for hearing rehabilitation in young adults with TS. Questions about hearing must be asked by all doctors treating women with TS to identify those in need for hearing rehabilitation, even if they have an audiogram with a normal pure tone average.

PMID: 28420278 [PubMed - as supplied by publisher]

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via IFTTT

Device optimised chirp stimulus for ABR measurements with an active middle ear implant.

Related Articles

Device optimised chirp stimulus for ABR measurements with an active middle ear implant.

Int J Audiol. 2017 Apr 19;:1-5

Authors: Cebulla M, Geiger U, Hagen R, Radeloff A

Abstract
OBJECTIVE: Active middle ear implants are widely used to treat adults and children with sensorineural, conductive, or mixed hearing loss. Currently, there is no adequate method to determine the performance of active middle ear implant systems.
DESIGN: The proposed method is based on measuring the auditory brainstem response while stimulating the hearing system via the active middle ear implant (Vibrant Soundbridge(TM), VSB; MEDEL, Austria). The acoustic stimulation was achieved via an optimised chirp stimulus (CE-Chirp), implemented in the Eclipse system (Interacoustics, Denmark). To compensate for the frequency-specific delays in the VSB system, the underlying model function of the CE-Chirp was adjusted accordingly (VSB-CE-Chirp). Study samples: The study includes 12 subjects having mild to profound sensorineural, conductive or mixed hearing loss.
RESULTS: The use of an optimised VSB-CE-Chirp instead of the CE-Chirp increases significantly the ABR wave V amplitudes (1.63 times) and so also increases their identifiability (by 15.2%). On average, wave V could be identified at a 7.5 dB lower stimulation level.
CONCLUSION: The constructed VSB-CE-Chirp stimulus, after it had been transmitted through the VSB system, follows well the shape of the original CE-Chirp. Preliminary measurements in VSB patients demonstrated a significantly improved ABR amplitude with the VSB-CE-Chirp.

PMID: 28420277 [PubMed - as supplied by publisher]

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via IFTTT

Stages of change in audiology: comparison of three self-assessment measures.

Related Articles

Stages of change in audiology: comparison of three self-assessment measures.

Int J Audiol. 2017 Apr 19;:1-5

Authors: Ingo E, Brännström KJ, Andersson G, Lunner T, Laplante-Lévesque A

Abstract
OBJECTIVE: In a clinical setting, theories of health behaviour change could help audiologists and other hearing health care professionals understand the barriers that prevent people with hearing problems to seek audiological help. The transtheoretical (stages of change) model of health behaviour change is one of these theories. It describes a person's journey towards health behaviour change (e.g. seeking help or taking up rehabilitation) in separate stages: precontemplation, contemplation, preparation, action, and, finally, maintenance. A short self-assessment measure of stages of change may guide the clinician and facilitate first appointments. This article describes correlations between three stages of change measures of different lengths, one 24-item and two one-item.
DESIGN: Participants were recruited through an online hearing screening study. Adults who failed the speech-in-noise recognition screening test and who had never undergone a hearing aid fitting were invited to complete further questionnaires online, including the three stages of change measures.
STUDY SAMPLE: In total, 224 adults completed the three measures.
RESULTS: A majority of the participants were categorised as being in one of the information- and help-seeking stage of change (contemplation or preparation). The three stages of change measures were significantly correlated. Conclusions Our results support further investigating the use of a one-item measure to determine stages of change in people with hearing impairment.

PMID: 28420270 [PubMed - as supplied by publisher]

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via IFTTT

Audiometric features in young adults with Turner syndrome.

Related Articles

Audiometric features in young adults with Turner syndrome.

Int J Audiol. 2017 Apr 19;:1-7

Authors: Bonnard Å, Hederstierna C, Bark R, Hultcrantz M

Abstract
OBJECTIVE: Hearing loss (HL) is a known problem in adults with Turner syndrome (TS). The aim of this study was to investigate audiometric features in young adults with TS and the extent of hearing aid provision.
DESIGN: Patients were recruited from the Turner centre at Karolinska University Hospital. Analysis of audiograms was made in relation to hearing aid use, a Swedish normal hearing cohort and the need for hearing rehabilitation.
STUDY SAMPLE: Sixty-four women with TS aged 25-38 years at the time of their audiological testing.
RESULTS: Fifty-two percent had impaired hearing in at least one ear. Sensorineural hearing loss (SNHL) was the most common type of HL, most often characterised by a high-frequency loss and/or a mid-frequency dip. Conductive HL was uncommon in young adults with TS, even though 47 percent were otitis prone as children. Eight of 64 women had previously been fitted with hearing aids.
CONCLUSIONS: There is undoubtedly a need for hearing rehabilitation in young adults with TS. Questions about hearing must be asked by all doctors treating women with TS to identify those in need for hearing rehabilitation, even if they have an audiogram with a normal pure tone average.

PMID: 28420278 [PubMed - as supplied by publisher]

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via IFTTT

Audiometric features in young adults with Turner syndrome.

Related Articles

Audiometric features in young adults with Turner syndrome.

Int J Audiol. 2017 Apr 19;:1-7

Authors: Bonnard Å, Hederstierna C, Bark R, Hultcrantz M

Abstract
OBJECTIVE: Hearing loss (HL) is a known problem in adults with Turner syndrome (TS). The aim of this study was to investigate audiometric features in young adults with TS and the extent of hearing aid provision.
DESIGN: Patients were recruited from the Turner centre at Karolinska University Hospital. Analysis of audiograms was made in relation to hearing aid use, a Swedish normal hearing cohort and the need for hearing rehabilitation.
STUDY SAMPLE: Sixty-four women with TS aged 25-38 years at the time of their audiological testing.
RESULTS: Fifty-two percent had impaired hearing in at least one ear. Sensorineural hearing loss (SNHL) was the most common type of HL, most often characterised by a high-frequency loss and/or a mid-frequency dip. Conductive HL was uncommon in young adults with TS, even though 47 percent were otitis prone as children. Eight of 64 women had previously been fitted with hearing aids.
CONCLUSIONS: There is undoubtedly a need for hearing rehabilitation in young adults with TS. Questions about hearing must be asked by all doctors treating women with TS to identify those in need for hearing rehabilitation, even if they have an audiogram with a normal pure tone average.

PMID: 28420278 [PubMed - as supplied by publisher]

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Western University researchers identify mechanism that regulates acoustic habituation

Most people will startle when they hear an unexpected loud sound. The second time they hear the noise, they'll startle significantly less; by the third time, they'll barely startle at all.

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Western University researchers identify mechanism that regulates acoustic habituation

Most people will startle when they hear an unexpected loud sound. The second time they hear the noise, they'll startle significantly less; by the third time, they'll barely startle at all.

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via IFTTT

Western University researchers identify mechanism that regulates acoustic habituation

Most people will startle when they hear an unexpected loud sound. The second time they hear the noise, they'll startle significantly less; by the third time, they'll barely startle at all.

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Audiometric features in young adults with Turner syndrome.

Related Articles

Audiometric features in young adults with Turner syndrome.

Int J Audiol. 2017 Apr 19;:1-7

Authors: Bonnard Å, Hederstierna C, Bark R, Hultcrantz M

Abstract
OBJECTIVE: Hearing loss (HL) is a known problem in adults with Turner syndrome (TS). The aim of this study was to investigate audiometric features in young adults with TS and the extent of hearing aid provision.
DESIGN: Patients were recruited from the Turner centre at Karolinska University Hospital. Analysis of audiograms was made in relation to hearing aid use, a Swedish normal hearing cohort and the need for hearing rehabilitation.
STUDY SAMPLE: Sixty-four women with TS aged 25-38 years at the time of their audiological testing.
RESULTS: Fifty-two percent had impaired hearing in at least one ear. Sensorineural hearing loss (SNHL) was the most common type of HL, most often characterised by a high-frequency loss and/or a mid-frequency dip. Conductive HL was uncommon in young adults with TS, even though 47 percent were otitis prone as children. Eight of 64 women had previously been fitted with hearing aids.
CONCLUSIONS: There is undoubtedly a need for hearing rehabilitation in young adults with TS. Questions about hearing must be asked by all doctors treating women with TS to identify those in need for hearing rehabilitation, even if they have an audiogram with a normal pure tone average.

PMID: 28420278 [PubMed - as supplied by publisher]

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via IFTTT

Device optimised chirp stimulus for ABR measurements with an active middle ear implant.

Related Articles

Device optimised chirp stimulus for ABR measurements with an active middle ear implant.

Int J Audiol. 2017 Apr 19;:1-5

Authors: Cebulla M, Geiger U, Hagen R, Radeloff A

Abstract
OBJECTIVE: Active middle ear implants are widely used to treat adults and children with sensorineural, conductive, or mixed hearing loss. Currently, there is no adequate method to determine the performance of active middle ear implant systems.
DESIGN: The proposed method is based on measuring the auditory brainstem response while stimulating the hearing system via the active middle ear implant (Vibrant Soundbridge(TM), VSB; MEDEL, Austria). The acoustic stimulation was achieved via an optimised chirp stimulus (CE-Chirp), implemented in the Eclipse system (Interacoustics, Denmark). To compensate for the frequency-specific delays in the VSB system, the underlying model function of the CE-Chirp was adjusted accordingly (VSB-CE-Chirp). Study samples: The study includes 12 subjects having mild to profound sensorineural, conductive or mixed hearing loss.
RESULTS: The use of an optimised VSB-CE-Chirp instead of the CE-Chirp increases significantly the ABR wave V amplitudes (1.63 times) and so also increases their identifiability (by 15.2%). On average, wave V could be identified at a 7.5 dB lower stimulation level.
CONCLUSION: The constructed VSB-CE-Chirp stimulus, after it had been transmitted through the VSB system, follows well the shape of the original CE-Chirp. Preliminary measurements in VSB patients demonstrated a significantly improved ABR amplitude with the VSB-CE-Chirp.

PMID: 28420277 [PubMed - as supplied by publisher]

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via IFTTT

Stages of change in audiology: comparison of three self-assessment measures.

Related Articles

Stages of change in audiology: comparison of three self-assessment measures.

Int J Audiol. 2017 Apr 19;:1-5

Authors: Ingo E, Brännström KJ, Andersson G, Lunner T, Laplante-Lévesque A

Abstract
OBJECTIVE: In a clinical setting, theories of health behaviour change could help audiologists and other hearing health care professionals understand the barriers that prevent people with hearing problems to seek audiological help. The transtheoretical (stages of change) model of health behaviour change is one of these theories. It describes a person's journey towards health behaviour change (e.g. seeking help or taking up rehabilitation) in separate stages: precontemplation, contemplation, preparation, action, and, finally, maintenance. A short self-assessment measure of stages of change may guide the clinician and facilitate first appointments. This article describes correlations between three stages of change measures of different lengths, one 24-item and two one-item.
DESIGN: Participants were recruited through an online hearing screening study. Adults who failed the speech-in-noise recognition screening test and who had never undergone a hearing aid fitting were invited to complete further questionnaires online, including the three stages of change measures.
STUDY SAMPLE: In total, 224 adults completed the three measures.
RESULTS: A majority of the participants were categorised as being in one of the information- and help-seeking stage of change (contemplation or preparation). The three stages of change measures were significantly correlated. Conclusions Our results support further investigating the use of a one-item measure to determine stages of change in people with hearing impairment.

PMID: 28420270 [PubMed - as supplied by publisher]

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via IFTTT

Audiometric features in young adults with Turner syndrome.

Related Articles

Audiometric features in young adults with Turner syndrome.

Int J Audiol. 2017 Apr 19;:1-7

Authors: Bonnard Å, Hederstierna C, Bark R, Hultcrantz M

Abstract
OBJECTIVE: Hearing loss (HL) is a known problem in adults with Turner syndrome (TS). The aim of this study was to investigate audiometric features in young adults with TS and the extent of hearing aid provision.
DESIGN: Patients were recruited from the Turner centre at Karolinska University Hospital. Analysis of audiograms was made in relation to hearing aid use, a Swedish normal hearing cohort and the need for hearing rehabilitation.
STUDY SAMPLE: Sixty-four women with TS aged 25-38 years at the time of their audiological testing.
RESULTS: Fifty-two percent had impaired hearing in at least one ear. Sensorineural hearing loss (SNHL) was the most common type of HL, most often characterised by a high-frequency loss and/or a mid-frequency dip. Conductive HL was uncommon in young adults with TS, even though 47 percent were otitis prone as children. Eight of 64 women had previously been fitted with hearing aids.
CONCLUSIONS: There is undoubtedly a need for hearing rehabilitation in young adults with TS. Questions about hearing must be asked by all doctors treating women with TS to identify those in need for hearing rehabilitation, even if they have an audiogram with a normal pure tone average.

PMID: 28420278 [PubMed - as supplied by publisher]

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via IFTTT

Device optimised chirp stimulus for ABR measurements with an active middle ear implant.

Related Articles

Device optimised chirp stimulus for ABR measurements with an active middle ear implant.

Int J Audiol. 2017 Apr 19;:1-5

Authors: Cebulla M, Geiger U, Hagen R, Radeloff A

Abstract
OBJECTIVE: Active middle ear implants are widely used to treat adults and children with sensorineural, conductive, or mixed hearing loss. Currently, there is no adequate method to determine the performance of active middle ear implant systems.
DESIGN: The proposed method is based on measuring the auditory brainstem response while stimulating the hearing system via the active middle ear implant (Vibrant Soundbridge(TM), VSB; MEDEL, Austria). The acoustic stimulation was achieved via an optimised chirp stimulus (CE-Chirp), implemented in the Eclipse system (Interacoustics, Denmark). To compensate for the frequency-specific delays in the VSB system, the underlying model function of the CE-Chirp was adjusted accordingly (VSB-CE-Chirp). Study samples: The study includes 12 subjects having mild to profound sensorineural, conductive or mixed hearing loss.
RESULTS: The use of an optimised VSB-CE-Chirp instead of the CE-Chirp increases significantly the ABR wave V amplitudes (1.63 times) and so also increases their identifiability (by 15.2%). On average, wave V could be identified at a 7.5 dB lower stimulation level.
CONCLUSION: The constructed VSB-CE-Chirp stimulus, after it had been transmitted through the VSB system, follows well the shape of the original CE-Chirp. Preliminary measurements in VSB patients demonstrated a significantly improved ABR amplitude with the VSB-CE-Chirp.

PMID: 28420277 [PubMed - as supplied by publisher]

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via IFTTT

Stages of change in audiology: comparison of three self-assessment measures.

Related Articles

Stages of change in audiology: comparison of three self-assessment measures.

Int J Audiol. 2017 Apr 19;:1-5

Authors: Ingo E, Brännström KJ, Andersson G, Lunner T, Laplante-Lévesque A

Abstract
OBJECTIVE: In a clinical setting, theories of health behaviour change could help audiologists and other hearing health care professionals understand the barriers that prevent people with hearing problems to seek audiological help. The transtheoretical (stages of change) model of health behaviour change is one of these theories. It describes a person's journey towards health behaviour change (e.g. seeking help or taking up rehabilitation) in separate stages: precontemplation, contemplation, preparation, action, and, finally, maintenance. A short self-assessment measure of stages of change may guide the clinician and facilitate first appointments. This article describes correlations between three stages of change measures of different lengths, one 24-item and two one-item.
DESIGN: Participants were recruited through an online hearing screening study. Adults who failed the speech-in-noise recognition screening test and who had never undergone a hearing aid fitting were invited to complete further questionnaires online, including the three stages of change measures.
STUDY SAMPLE: In total, 224 adults completed the three measures.
RESULTS: A majority of the participants were categorised as being in one of the information- and help-seeking stage of change (contemplation or preparation). The three stages of change measures were significantly correlated. Conclusions Our results support further investigating the use of a one-item measure to determine stages of change in people with hearing impairment.

PMID: 28420270 [PubMed - as supplied by publisher]

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