IMPLICATIONS OF EXECUTIVE FUNCTIONS IN READING COMPREHENSION OF DEAF ADOLESCENTS WITH COCHLEAR IMPLANT

The appearance of the cochlear implant has allowed deaf adolescents (DA) to have an enhanced development of language and, therefore, an improved level of reading comprehension during early years of hearing, as a result. Nevertheless, few studies have assessed reading comprehension nor the other processes that may also be involved in it. The aim of this study is to analyse the difference between DA and typical hearing development (THD) in reading comprehension and their relationship with executive functions (EF). Three tests sessions were performed on two groups of adolescents between 12 and 14 years old: one formed by 10 DA implanted before 4 years of age and the other formed by 16 THD. The evaluation was focused in reading comprehension and cognitive processes: reading comprehension was assessed by PROLEC-SE-R (Catalan version) and cognitive processes were assessed by computerized tests from the Psychology Experiment Building Language battery (Stroop, Plus-minus, Digit Span and Corsi Task) and Letter Memory Task. Results could indicate that DA performance on reading comprehension is lower than THD. Furthermore, reading comprehension seems to have a relation with some cognitive processes such as inhibition and shifting. This relation between EF and reading comprehension could be different between the two groups. Although their hearing age is higher in the adolescence and the implantation is precocious, DA continue to have difficulties with text comprehension. Some EF could play a fundamental role in the development of reading comprehension and its relationship with EF could be explained by their lower level of reading. Future research is necessary to confirm our results.