Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants.

@article{Connor2004ExaminingMS,
  title={Examining multiple sources of influence on the reading comprehension skills of children who use cochlear implants.},
  author={Carol McDonald Connor and Teresa A. Zwolan},
  journal={Journal of speech, language, and hearing research : JSLHR},
  year={2004},
  volume={47 3},
  pages={
          509-26
        }
}
  • C. Connor, T. Zwolan
  • Published 1 June 2004
  • Medicine
  • Journal of speech, language, and hearing research : JSLHR
Children with profound deafness are at risk for serious reading difficulties. Multiple factors affect their development of reading skills, including use of cochlear implants. Further, multiple factors influence the overall success that children experience with their cochlear implants. These factors include the age at which they receive an implant, method of communication, vocabulary skills, preoperative residual hearing, and socioeconomic status. Ninety-one children with prelingual and profound… 
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Although there are clear benefits of cochlear implantation to achievement in young deaf children, empirical results have been somewhat variable, and examination of the literature with regard to reading achievement suggests that the lack of consistent findings might be the result of frequent failures to control potentially confounding variables.
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The results from these 29 children indicate that receptive vocabulary is the most influential predictor of reading comprehension in this group of children although phonological decoding is, of course, fundamental.
Oral communicating children using a cochlear implant: good reading outcomes are linked to better language and phonological processing abilities.
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Research studies reviewed here have identified a wide variety of factors that may influence a child's auditory, speech and language development following cochlear implantation, and future studies are advised to control for independent contributions of implant age, non-verbal IQ, and pre-implant aided thresholds when examining expected outcomes.
Language Associations with Literacy Achievement in Children with Cochlear Implants
In order to succeed in normal academic environments, reading is a critical skill for children to develop (Catts, Fey, Proctor-Williams, 2000; Musselman, 2000). Unfortunately, literacy development is…
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TLDR
Cochlear implantation is associated with development of the oral language, auditory memory, and phonological awareness skills necessary for developing efficient word recognition skills.
Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants
TLDR
Tests of phonological memory skills indicated that when the tasks were controlled for presentation method and response modality, there were no differences between the performance of children with CIs and their counterparts with hearing.
Language and Literacy Skills in Children with Cochlear Implants: Past and Present Findings
The vast majority of children with severe-to-profound hearing loss are born to parents with normal hearing who want their children to grow up with spoken language. Before the availability of cochlear…
Neuropsychological correlates of vocabulary, reading, and working memory in deaf children with cochlear implants.
TLDR
The performance of deaf children with cochlear implants was assessed using measures standardized on hearing children and results indicated significant correlations between standard scores on the Design Copying subtest of the NEPSY andstandard scores on vocabulary comprehension, reading, and digit span measures.
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