As practitioners in the field of speech-language pathology, it is crucial to leverage data-driven insights to improve therapeutic outcomes. A recent study, "The Contribution of Verbal Working Memory to Deaf Children’s Oral and Written Production," provides valuable information that can be used to enhance the oral and written narrative skills of deaf children. Here, we will explore the key findings and discuss how they can be applied in practice.
Understanding the Study
The study examined the role of verbal working memory (WM) in the oral and written story production of deaf children. It found that verbal WM significantly influences both oral and written narratives. The study involved 29 severely to profoundly deaf children and 29 hearing controls, aged 8-13 years. The children were asked to narrate a picture story orally and in writing, and their stories were analyzed at both the microstructural (clause) and macrostructural (discourse) levels.
Key Findings
- Deaf children’s stories scored lower than those of hearing children at both microstructural and macrostructural levels.
- Verbal rehearsal skills (forward digit span) significantly contributed to the organization of oral and written stories at the microstructural level.
- Written story production required more verbal WM resources than oral story production.
Implications for Practitioners
Given these findings, practitioners can implement several strategies to support the development of narrative skills in deaf children:
1. Focus on Verbal Rehearsal Skills
Verbal rehearsal skills play a critical role in the narrative abilities of deaf children. Practitioners should incorporate exercises that strengthen these skills, such as forward digit span tasks and memory games that require verbal repetition.
2. Enhance Reading Comprehension
Reading comprehension is another key factor that influences narrative skills. Encourage activities that improve reading comprehension, such as reading together and discussing the story, asking questions about the plot, and predicting what will happen next.
3. Differentiate Between Oral and Written Narratives
Since written narratives demand more verbal WM resources, it is important to provide additional support for written tasks. This can include breaking down writing tasks into smaller, manageable steps and using visual aids to help organize thoughts.
4. Utilize Technology
Online therapy platforms, like those provided by TinyEYE, can offer interactive and engaging activities tailored to individual needs. Leveraging technology can make therapy sessions more effective and enjoyable for children.
Encouraging Further Research
While this study provides significant insights, it also highlights the need for further research into the cognitive demands of oral and written production in deaf children. Practitioners are encouraged to stay updated with the latest research and incorporate new findings into their practice.
To read the original research paper, please follow this link: The Contribution of Verbal Working Memory to Deaf Children’s Oral and Written Production.
