Related Experiment Video
Updated: Oct 10, 2025
06:04
Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
Published on: March 24, 2023
503
Disparate Oral and Written Language Abilities in Adolescents With Cochlear Implants: Evidence From Narrative Samples
Luke Breland1, Joanna H Lowenstein1, Susan Nittrouer1
1Department of Speech, Language, and Hearing Sciences, University of Florida, Gainesville.
Language, Speech, and Hearing Services in Schools
|December 13, 2021
Summary
Children with cochlear implants (CIs) show weaker written language skills than peers with normal hearing, potentially impacting academic success. Interventions should focus on improving writing abilities for students with CIs.
Area of Science:
- Linguistics
- Audiology
- Developmental Psychology
Background:
- Children with hearing loss (HL) using cochlear implants (CIs) often face academic challenges, particularly in writing as education progresses.
- Writing skills are crucial for academic achievement in higher grades.
Purpose of the Study:
- To investigate written language proficiency in adolescents with CIs compared to normal-hearing peers.
- To explore potential predictors of written language complexity in this population.
Main Methods:
- Eighty-nine eighth graders (46 with CIs, 52 with normal hearing) participated.
- Oral and written narratives were analyzed for morphosyntactic complexity and narrative features.
- Cognitive and linguistic measures (e.g., vocabulary, phonological awareness) were assessed as predictors.
Main Results:
- Adolescents with CIs demonstrated significantly lower morphosyntactic complexity and narrative quality in written narratives compared to normal-hearing peers.
- Normal-hearing students outperformed those with CIs on most predictor measures, except sentence comprehension.
- Morphosyntactic complexity and narrative features in writing were not strongly correlated.
Conclusions:
- Adolescents with CIs exhibit writing deficits upon entering high school, which may hinder academic progress.
- Writing interventions and assessments are essential for students with CIs.
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