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Updated: May 20, 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

Speech perception in noise by children with cochlear implants.

Amanda Caldwell¹, Susan Nittrouer

¹The Ohio State University, Columbus, USA. amanda.caldwell@osumc.edu

Journal of Speech, Language, and Hearing Research : JSLHR

|June 30, 2012

Summary

This summary is machine-generated.

Children with cochlear implants (CIs) struggle with speech recognition in noise, similar to normal-hearing peers. Deficits in quiet, not cognitive skills, explain CI users' challenges.

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Area of Science:

Auditory perception
Pediatric audiology
Speech processing

Background:

Listening in noisy environments presents significant challenges for individuals with cochlear implants (CIs).
Understanding the underlying factors contributing to speech-in-noise difficulties in children with CIs is crucial for effective intervention.

Purpose of the Study:

To investigate the phonological, language, and cognitive skills that may explain speech-in-noise abilities in children with CIs.
To compare speech recognition in noise between children with CIs, hearing aids, and normal hearing (NH).

Main Methods:

Three groups of kindergartners (NH, hearing aid users, CI users) were assessed on speech recognition in quiet and noise.
Phonological awareness, general language, and cognitive skills were measured as predictor variables.
Regression analyses were performed with speech-in-noise scores as dependent variables.

Main Results:

Children with CIs performed worse than NH peers on speech recognition in noise and in quiet.
Noise effects on speech recognition were consistent across all groups.
Phonological, language, and cognitive skills did not account for the group differences in speech recognition.

Conclusions:

Cochlear implant processing limitations primarily impact speech recognition in quiet.
These limitations contribute to deficits in speech recognition, language, and phonology in children with CIs.
Direct instruction in language/phonology and maximizing classroom signal-to-noise ratios are recommended interventions.