Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant

Mario Figueroa; Gemma Bayés; Sònia Darbra; Nùria Silvestre

doi:10.1080/02702711.2022.2156953

Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant

Mario Figueroa^*, Gemma Bayés, Sònia Darbra, Nùria Silvestre

^*Corresponding author for this work

Centre Espill

Research output: Contribution to journal › Article › Research › peer-review

Abstract

The transition to secondary education is a sensitive period for social and academic development and also for student identity. However, there is scarce evidence of the development of reading comprehension and theory of mind in pupils with cochlear implant (CI) during the educational trajectory. The results show that pupils with CI obtain age-appropriate reading scores during the educational transition. Theory of mind development seems to be heterogeneous in CI users and be affected after the educational transition compared to their own performance in the first wave. This variability could be related to adaptation to secondary education and their individual characteristics.

Original language	English
Pages (from-to)	463-483
Number of pages	21
Journal	Reading Psychology
Volume	44
Issue number	5
Early online date	16 Dec 2022
DOIs	https://doi.org/10.1080/02702711.2022.2156953
Publication status	Published - 2023

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title = "Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant",

abstract = "The transition to secondary education is a sensitive period for social and academic development and also for student identity. However, there is scarce evidence of the development of reading comprehension and theory of mind in pupils with cochlear implant (CI) during the educational trajectory. The results show that pupils with CI obtain age-appropriate reading scores during the educational transition. Theory of mind development seems to be heterogeneous in CI users and be affected after the educational transition compared to their own performance in the first wave. This variability could be related to adaptation to secondary education and their individual characteristics.",

author = "Mario Figueroa and Gemma Bay{\'e}s and S{\`o}nia Darbra and N{\`u}ria Silvestre",

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AU - Darbra, Sònia

AU - Silvestre, Nùria

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AB - The transition to secondary education is a sensitive period for social and academic development and also for student identity. However, there is scarce evidence of the development of reading comprehension and theory of mind in pupils with cochlear implant (CI) during the educational trajectory. The results show that pupils with CI obtain age-appropriate reading scores during the educational transition. Theory of mind development seems to be heterogeneous in CI users and be affected after the educational transition compared to their own performance in the first wave. This variability could be related to adaptation to secondary education and their individual characteristics.

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Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant

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