FY 2008 Annual Report of Achievements - Gallaudet University

The successful completion of this research will not only result in better quality of life for
cochlear implant users but will also form the basis for future research into the adaptive fitting of
auditory prostheses.
Funding source: U.S. Department of Education, NIDRR
Comparing Localization Abilities of Children With Bilateral Cochlear Implants to
Those With Bimodal Stimulation
Status: Ongoing Begin date: May 2008 End date: No set date
Principal Investigator(s):
Crowley, David (student) – Hearing, Speech, and Language Sciences
Tamaki, Chizuko – Hearing, Speech, and Language Sciences
Description:
This project aims to answer the question: “Will a child with severe to profound sensorineural
hearing loss be able to localize more accurately with bimodal implantation/amplification compared
to bilateral implantation?” Children who use bilateral cochlear implants and bimodal stimulation
where one ear is implanted and the other uses a hearing aid have been shown to have improved
localization compared to using an implant unilaterally. This systematic review will compare the two
modes to develop criteria for when one mode is more suitable for children. These criteria will
include child characteristics, the use of bilateral cochlear implants, the use of bimodal stimulation,
and others according to literature.
The Development of Phonological Awareness in Moderately-to-Profoundly Deaf
Developing Readers: The Effect of Exposure to Cued American English
Status: Completed Begin date: 2003 End date: May 2008
Principal Investigator(s):
LaSasso, Carol J. – Hearing, Speech, and Language Sciences
Crain, Kelly L. (student) – Education; currently faculty at the University of South Florida
Description:
This study extends findings from the Hanson McGarr (1989) and LaSasso, Crain, &
Leybaert (2003) studies of rhyming abilities of deaf college students from varying communication
backgrounds. The present study examines rhyming abilities of emerging readers who are deaf.
Participants for the study consisted of 30 students ranging in age from 10–14 years who were
divided into the following groups: (a) a hearing comparison group; (b) deaf students educated via
cueing; and (c) deaf students educated via oral/aural methods. Instruments included: (a) a reading
comprehension test; (b) a paper-and-pencil generative rhyming task; (c) a speech intelligibility rating
scale; and (d) a parent demographic questionnaire. Performance on the generative rhyming task was
compared to measured reading comprehension, family demographic and educational information,
and speech intelligibility. This was done to investigate the relative importance of these factors on the
development of phonological awareness and reading comprehension abilities of deaf students
educated orally and with Cued Speech. Findings suggest that early and consistent access to English
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