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Updated: Feb 22, 2026
Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
Published on: March 24, 2023
Home Language Activities and Language Ability Between Chinese Preschool Children with Cochlear Implants and Children
1Doctoral Program in Disability Sciences, Graduate School of Comprehensive Human Sciences, University of Tsukuba, Tsukuba 305-8577, Japan.
For Chinese preschoolers with cochlear implants (CIs), daily communication activities significantly boost language skills more than literacy. Interventions should focus on rich conversations for better language development in CI users.
Area of Science:
- Pediatric audiology
- Developmental psychology
- Speech-language pathology
Background:
- Cochlear implants (CIs) offer auditory access but language development in children with CIs is complex.
- Home language environment significantly influences language acquisition in early childhood.
- Understanding specific home activities that support language in children with CIs is crucial for effective intervention.
Purpose of the Study:
- To investigate the differential impact of home language activities on language ability in Chinese preschoolers with CIs compared to normally hearing (NH) peers.
- To identify which types of home language activities are most predictive of language outcomes in each group.
- To inform evidence-based home-based rehabilitation strategies for children with CIs.
Main Methods:
- Comparative study design involving Chinese preschoolers with CIs and NH peers.
- Correlation and regression analyses to examine relationships between home language activities and language ability.
- Control for demographic variables to isolate the effects of language activities.
Main Results:
- In children with CIs, daily communication activities (e.g., conversations) were stronger predictors of language outcomes than family literacy activities.
- For NH children, family literacy activities (e.g., shared reading) showed a clearer independent association with language development.
- Distinct predictive patterns emerged between the CI and NH groups regarding home language environment influences.
Conclusions:
- Home-based interventions for preschoolers with CIs should prioritize interactive daily communication over structured literacy activities.
- Intervention models for normally hearing children may not be directly applicable to children with CIs.
- Tailored strategies focusing on conversational interactions are essential for optimizing language development in young CI users.
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