Colin, S. 1 , Ecalle, J. 2 , Truy, E. 3 , Lina-Granade, G. 3 & Magnan, A. 2
1 Université de Lyon, Université Lumière Lyon 2, Laboratoire Education, Cultures & Politique (ECP), 86 rue Pasteur, F-69007 Lyon, France.
2 Université de Lyon, Université Lumière Lyon 2, CNRS, Laboratoire d’Etude des Mécanismes Cognitifs (E.M.C), EA 3082, 5 avenue Pierre Mendès France, F-69676 Bron, France.
3 Université Claude Bernard Lyon 1, CNRS, UMR5020 Neurosciences sensorielles, Comportement, Cognition, F-69366, Lyon, France / Hospices Civils de Lyon, Hôpital Edouard Herriot, Département d'ORL, de Chirurgie Cervico-Maxillo-Faciale et d
Objective: The aim of this study was to examine the literacy skills of deaf children in primary school with cochlear implantation (“CI”) and exposed to Cued Speech (“CS”, manual system aimed at resolving the ambiguity inherent in lipreading). We predicted (1) an effect of the early implantation; (2) a contribution of early exposition to CS. Participants: 120 deaf and hearing children from grade 2 to 5 took part in the study; deaf sub-groups were formed on the basis of the age at implantation (earlier vs lately) and exposition to CS (earlier vs lately). Method: Phonological, silent reading (word recognition and sentence comprehension), word spelling and vocabulary tests were administrated. Results: They showed (1) a significant contribution of CI after having controlled chronological age in different scores only at the beginning of the learning (grades 2 and 3), suggesting a decrease of this effect in the time ; (2) that CS exposition contributed to 2-3% of the overall variance in scores but was not significant in the different grades, suggesting that the conditions in which CS is proposed to implanted children could be a more precise factor to examine its potential contribution in learning to read and spell. Researches are pending.