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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

735
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...
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The Cochlea01:13

The Cochlea

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The cochlea is a coiled structure in the inner ear that contains hair cells—the sensory receptors of the auditory system. Sound waves are transmitted to the cochlea by small bones attached to the eardrum called the ossicles, which vibrate the oval window that leads to the inner ear. This causes fluid in the chambers of the cochlea to move, vibrating the basilar membrane.
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Auditory Pathway01:15

Auditory Pathway

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Auditory pathways constitute the complex neural circuits responsible for transmitting and interpreting auditory information from the peripheral auditory system to the brain. Sound waves are initially captured by the outer ear, funneled through the ear canal, and reach the tympanic membrane (eardrum). These vibrations are transmitted via the middle ear's ossicles to the inner ear's cochlea.
When viewed cross-sectionally, the cochlea reveals the scala vestibuli and scala tympani flanking...
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Related Experiment Video

Updated: Mar 27, 2026

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
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Beyond Early Intervention: Supporting Children With CIs Through Elementary School.

Susan Nittrouer1

  • 1University of Florida, Gainesville, Florida, U.S.A.

Otology & Neurotology : Official Publication of the American Otological Society, American Neurotology Society [And] European Academy of Otology and Neurotology
|January 13, 2016
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Summary

Deaf children using cochlear implants (CIs) show improved spoken language skills but still lag behind normal-hearing peers. Enhanced early elementary interventions are crucial for their continued language development.

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Area of Science:

  • Pediatric audiology
  • Developmental linguistics
  • Educational psychology

Background:

  • Cochlear implants (CIs) and early intervention offer potential for deaf children's mainstreaming.
  • Newborn hearing screening enables earlier identification and support.
  • This study investigates the actual academic progress of deaf children.

Purpose of the Study:

  • To assess spoken language acquisition in deaf children over 25 years.
  • To compare language skills of children with normal hearing (NH) and those using CIs.
  • To identify effective intervention strategies for school-aged deaf children.

Main Methods:

  • Review of language acquisition progress in deaf children.
  • Data collection from 104 elementary-grade children (55 with CIs, 49 NH).
  • Analysis of typical elementary school language development and CI intervention strategies.

Main Results:

  • Spoken language skills in deaf children have improved but remain below NH peers.
  • Deficits are most pronounced in phonological sensitivity and mildest in morphosyntax.
  • Significant phonological and morphosyntactic development occurs during elementary school.

Conclusions:

  • Deaf children with CIs enter school with language delays compared to NH peers.
  • Substantial language learning is still required during elementary years.
  • Intervention strategies for early elementary grades need enhancement.