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Related Concept Videos

Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Health Literacy01:21

Health Literacy

Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative programs,...
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...

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Related Experiment Video

Updated: Jun 12, 2026

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
06:04

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Published on: March 24, 2023

[Do children with cochlear implants read or write differently?: literacy acquisition after cochlear implantation].

A Fiori1, K Reichmuth, P Matulat

  • 1Klinik und Poliklinik für Phoniatrie und Pädaudiologie, Universitätsklinikum Münster, Kardinal-von-Galen-Ring 10, 48129 Münster. afiori@gmx.de

HNO
|June 3, 2010
PubMed
Summary

Literacy skills in children with cochlear implants (CI) vary widely. Early assessment of precursor and partial abilities is crucial for timely intervention and improved reading and writing outcomes.

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Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
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Area of Science:

  • Pediatric audiology
  • Developmental psychology
  • Educational neuroscience

Context:

  • Literacy acquisition in children with hearing impairments, particularly those using cochlear implants (CI), is often challenging and not consistently evaluated.
  • This 2-year longitudinal study focuses on the literacy development of prelingually deafened children fitted with CIs.

Purpose:

  • To investigate literacy acquisition in children fitted with cochlear implants (CI).
  • To examine precursor and partial literacy abilities, including vocabulary, phonological awareness, working memory, and word processing strategies.

Summary:

  • 18 pre- and primary school children with prelingual deafness, fitted with CIs, were assessed three times over 2 years.
  • Results showed a wide range of performance, with strengths in implicit phonological awareness and weaknesses in explicit phoneme manipulation and auditory working memory.
  • Children tended to utilize visual-lexical processing strategies, possibly due to a preference for visual information and lip-reading.

Impact:

  • Highlights the importance of comprehensive assessment of reading and writing skills in children with CIs.
  • Emphasizes including precursor and partial abilities in evaluations to promptly identify developmental delays.
  • Supports tailored therapeutic interventions based on individual qualitative characteristics for improved literacy outcomes.