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Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
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Meta-Analytic Findings on Reading in Children With Cochlear Implants.

Yingying Wang1,2,3, Fatima Sibaii1,2, Kejin Lee3

  • 1Neuroimaging for Language, Literacy and Learning Lab, Department of Special Education and Communication Disorders, University of Nebraska, Lincoln, NE 68583, USA.

Journal of Deaf Studies and Deaf Education
|May 16, 2021
PubMed
Summary

Children with cochlear implants show improved reading skills but still lag behind hearing peers in key areas like vocabulary and comprehension. Further educational support may be beneficial for some children with cochlear implants.

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Area of Science:

  • Pediatric audiology
  • Developmental psychology
  • Educational neuroscience

Background:

  • Cochlear implantation (CI) is a transformative technology for profoundly deaf children.
  • Reading acquisition is a complex developmental process influenced by auditory input.
  • Understanding the reading outcomes in children with CI is crucial for educational planning.

Purpose of the Study:

  • To quantitatively assess reading skill disparities between children with cochlear implants (CIs) and their hearing peers.
  • To compare reading abilities of children with CIs versus those using hearing aids (HAs).
  • To identify factors influencing reading outcomes in children with CIs.

Main Methods:

  • A meta-analysis of 47 studies published between 2002 and 2019, involving children aged 3-18 years.
  • Utilized robust variance estimation meta-analysis models to synthesize effect sizes.
  • Included studies comparing children with CIs to both hearing peers and children with HAs.

Main Results:

  • Children with CIs scored significantly lower than hearing peers in phonological awareness, vocabulary, decoding, and reading comprehension.
  • No significant difference was found in reading fluency between children with CIs and hearing peers.
  • Children with CIs performed significantly worse in phonological awareness compared to children with HAs.
  • Unilateral CI use was associated with greater reading disparities compared to hearing peers.

Conclusions:

  • Cochlear implantation has positively impacted reading outcomes for profoundly deaf children.
  • Despite advancements, children with CIs continue to face challenges in specific reading domains.
  • Additional educational support may be necessary for some children with CIs to achieve optimal reading proficiency.