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Updated: May 22, 2026

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

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

Published on: March 24, 2023

Emergent literacy in kindergartners with cochlear implants.

Susan Nittrouer¹, Amanda Caldwell, Joanna H Lowenstein

¹Department of Otolaryngology, The Ohio State University, Columbus, Ohio 43212, USA. nittrouer.1@osu.edu

Ear and Hearing

|May 11, 2012

Summary

Deaf children with cochlear implants (CIs) show emergent literacy deficits despite early intervention. Continued language support and bimodal stimulation are crucial for their academic success.

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Last Updated: May 22, 2026

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

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Robotic Cochlear Implantation for Direct Cochlear Access

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Published on: June 16, 2022

Area of Science:

Pediatric Audiology
Developmental Psychology
Educational Neuroscience

Background:

Deaf individuals historically face literacy challenges compared to normal-hearing peers.
Early identification and cochlear implants (CIs) have improved literacy prospects for deaf children.
Emergent literacy is a critical predictor of long-term academic achievement.

Purpose of the Study:

To investigate emergent literacy skills in deaf children who received early cochlear implantation.
To compare emergent literacy and supporting cognitive/linguistic skills between deaf children with CIs, normal-hearing children, and children with hearing aids.
To identify predictors of emergent literacy in deaf children with CIs, including early treatment factors.

Main Methods:

Twenty-seven deaf children with CIs (kindergarten graduates) were assessed on emergent literacy, phonological awareness, executive functioning, and oral language.
Control groups included 17 normal-hearing kindergartners and 8 with hearing aids.
Regression analyses examined predictors of emergent literacy and factors like age of implantation and prosthesis use.

Main Results:

Children with CIs performed significantly below normal-hearing peers on most emergent literacy tasks.
Oral language skills were stronger predictors of emergent literacy in children with CIs than in normal-hearing peers.
Early implantation age and bimodal stimulation experience positively influenced emergent literacy outcomes.

Conclusions:

Deaf children with CIs remain at risk for emergent literacy difficulties impacting academic success.
Sustained, intensive language support is necessary through early elementary grades.
Preschool bimodal stimulation can offer a partial boost to emergent literacy skills.