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Language Development

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.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...

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Related Experiment Video

Updated: Oct 19, 2025

Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses

Published on: January 23, 2017

Reading Proficiency Trends Following Newborn Hearing Screening Implementation.

Christine Yoshinaga-Itano^1,2, Craig A Mason³, Mallene Wiggin⁴

¹Institute of Cognitive Science, University of Colorado Boulder, Boulder, Colorado christie.yoshi@colorado.edu.

|September 23, 2021

Summary

This summary is machine-generated.

Universal newborn hearing screening improved reading scores for most children with hearing loss. However, disparities persisted, with economically advantaged students showing greater gains.

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Area of Science:

Pediatric Audiology
Educational Psychology
Public Health

Background:

Universal newborn hearing screening (UNHS) and Early Hearing Detection and Intervention (EHDI) programs aim to improve developmental outcomes for infants with hearing loss.
Assessing the long-term impact of these programs on academic achievement, specifically reading proficiency, is crucial for evaluating their effectiveness.

Purpose of the Study:

To investigate trends in school-aged reading scores among students with hearing loss.
To analyze the impact of UNHS and EHDI implementation on reading proficiency in an urban Colorado school district.

Main Methods:

Longitudinal hierarchical linear modeling was used to analyze 1422 reading assessments from 321 children (grades 3-10) with hearing loss.
Data spanned the 2000-2001 to 2013-2014 school years, including children born before and after UNHS implementation.
Reading proficiency was examined, controlling for socioeconomic status, additional disability services, and English as a second language.

Main Results:

Significant longitudinal improvements in reading proficiency were observed overall and for subgroups after UNHS implementation.
Children eligible for free/reduced lunch and those with moderate-severe to profound hearing loss showed substantially smaller gains.
Increased participation in testing and higher proportions of proficient/advanced readers were noted with each succeeding birth cohort and grade.

Conclusions:

EHDI implementation demonstrated notable improvements in reading proficiency for children with hearing loss.
Disparities in reading gains increased, with greater improvements seen in economically advantaged students.
These findings highlight the positive impact of early intervention while underscoring the need to address socioeconomic and severity-related disparities.