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Title:	The mainstream school readiness of 6-year-old Malay children with cochlear implants and its relationship with cognitive and language abilities
Supervisor:	Rogayah A. Razak, Prof. Dr.
Keywords:	Universiti Kebangsaan Malaysia -- Dissertations Dissertations, Academic -- Malaysia Cochlear Implantation Cognitive Behavioral Therapy
Issue Date:	13-Aug-2019
Description:	Hearing plays a vital role in the acquisition of school readiness skills in children. This study is aimed to assess the mainstream school readiness (SR) of six six-year-old Malay children with cochlear implants based on their parents' rating using the Year One School Readiness Scale. The cognitive and language domains of SR were further analysed. The tools used were the Comprehensive Test of Nonverbal Intelligence, Second Edition (CTONI-2), the Malay Preschool Language Assessment Tool (MPLAT), the Malay Language Assessment, Remediation and Screening Procedure (Malay-LARSP), and the Multilingual Phonological Test (MPT). The results showed that the subjects obtained lower SR scores compared to their normal hearing peers (t=-3.37, p=0.004). Five of the six subjects were rated as not prepared for mainstream schools as they performed below the 25th percentile in their academic, language and communication, and civic skills. Language abilities correlated strongly with SR (r=0.83, p=0.08) and accounted for 70% of the variance in SR. Cognitive abilities showed moderate but non-significant correlation with SR (r=0.57, p=0.24), while language abilities showed poor and nonsignificant correlation with cognitive abilities (r=0.28, p=0.65). Qualitative analysis on cognitive abilities showed variability in performance, with CI_1 and CI_3 being in the 'poor' nonverbal intelligence range, CI_4 and CI_5 in the 'below average' range, CI_2 in the 'average' range, and CI_6 in the 'above average' range. Qualitative analysis on language abilities determined that while the subjects were chronologically six years old, their language performance varied: CI_6 showed relatively good language performance (slightly above mean standard score of 20 for age group 5;6-5;11); CI_1 and CI_4 performed within mean standard score (for age group 4;0-4;5); CI_2 and CI_5 performed slightly below mean standard score (for age group <4;0-4;5); and CI_3 showed severely limited language with over two SD below mean standard score (for age group <4;0-4;5). The Malay-LARSP and MPT analysis determined that their poor language performance was due to limited vocabulary size and weak phonological skills. It is suggested that the five subjects with weak language skills, especially CI_3, are placed into remedial programmes. This could provide them with the opportunity to catch up with their hearing peers in terms of language performance and subsequently in overall academic performance.,Master's Degree in Health Science,Hearing plays a vital role in the acquisition of school readiness skills in children. This study is aimed to assess the mainstream school readiness (SR) of six six-year-old Malay children with cochlear implants based on their parents' rating using the Year One School Readiness Scale. The cognitive and language domains of SR were further analysed. The tools used were the Comprehensive Test of Nonverbal Intelligence, Second Edition (CTONI-2), the Malay Preschool Language Assessment Tool (MPLAT), the Malay Language Assessment, Remediation and Screening Procedure (Malay-LARSP), and the Multilingual Phonological Test (MPT). The results showed that the subjects obtained lower SR scores compared to their normal hearing peers (t=-3.37, p=0.004). Five of the six subjects were rated as not prepared for mainstream schools as they performed below the 25th percentile in their academic, language and communication, and civic skills. Language abilities correlated strongly with SR (r=0.83, p=0.08) and accounted for 70% of the variance in SR. Cognitive abilities showed moderate but non-significant correlation with SR (r=0.57, p=0.24), while language abilities showed poor and nonsignificant correlation with cognitive abilities (r=0.28, p=0.65). Qualitative analysis on cognitive abilities showed variability in performance, with CI_1 and CI_3 being in the 'poor' nonverbal intelligence range, CI_4 and CI_5 in the 'below average' range, CI_2 in the 'average' range, and CI_6 in the 'above average' range. Qualitative analysis on language abilities determined that while the subjects were chronologically six years old, their language performance varied: CI_6 showed relatively good language performance (slightly above mean standard score of 20 for age group 5;6-5;11); CI_1 and CI_4 performed within mean standard score (for age group 4;0-4;5); CI_2 and CI_5 performed slightly below mean standard score (for age group <4;0-4;5); and CI_3 showed severely limited language with over two SD below mean standard score (for age group <4;0-4;5). The Malay-LARSP and MPT analysis determined that their poor language performance was due to limited vocabulary size and weak phonological skills. It is suggested that the five subjects with weak language skills, especially CI_3, are placed into remedial programmes. This could provide them with the opportunity to catch up with their hearing peers in terms of language performance and subsequently in overall academic performance
Pages:	185
Call Number:	WV274.N192m 2020 9 tesis
Publisher:	UKM, Kuala Lumpur
Appears in Collections:	Faculty of Health Sciences / Fakulti Sains Kesihatan

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