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Annotated Bibliography

Elisheva Weinstein

Psyc 450
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Topic Overview

Children with hearing impairment experience language delays. These delays can be in all

aspects of speech and spoken language such as expressive and receptive language, as well as

reading comprehension, and executive functioning skills. Cochlear implants give children with

hearing impairment access to spoken language and the sounds surrounding them. CI children,

however, still do struggle with these listed difficulties and delays.

References

Chu, C., Dettman, S., & Choo, D. (2020). Early intervention intensity and language outcomes for

children using cochlear implants. Deafness & Education International, 22(2), 156-174.

In this article, research is being done by the department of Audiology and Speech

Pathology in the University of Melbourne. This quantitative study is using 42 children with

cochlear implants all of which attend an auditory/ oral clinic. They are measuring the child's

language abilities and delays, specifically their expressive language. The study investigates the

relationship between the amount of early intervention hours the child receives and their

expressive language.

The results stated that parents whose child had less early intervention had better

expressive language. These results however, were affected by a number of confounding

variables. These include age-at-first implant, cognitive function, and socio-culture advantages.

The outcomes proved that when children are involved in family activities, this is crucial and

highly beneficial for them. They therefore showed better results in their expressive language

skills.
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Jung, J., Reed, J., Wagner, L., Stephens, J., Warner-Czyz, A. D., Uhler, K., & Houston, D.

(2020). Early Vocabulary Profiles of Young Deaf Children Who Use Cochlear Implants.

Journal of speech, language, and hearing research : JSLHR, 63(4), 1254–1269.

https://doi.org/10.1044/2020_JSLHR-19-00315

A study is being done to measure the vocabulary and expressive language of children with

cochlear implants. In order to see results there were 2 groups- children with Cochlear implants in

one and NH children in the other. Results showed that the children with CI had a higher level of

vocabulary as well as expressive language. These results clearly bring out the difference between

young children who receive CI and the completely non-hearing children.

This article studies the relationship between language and cochlear implants. It highlights

the difference in ability of those who are CI recipients and those who are receiving no hearing or

sound at all. By having two groups to compare, it is easier to make conclusions, and see results.

Gagnon, E. B., Eskridge, H., Brown, K. D., & Park, L. R. (2021). The Impact of Cumulative

Cochlear Implant Wear Time on Spoken Language Outcomes at Age 3 Years. Journal of

speech, language, and hearing research : JSLHR, 64(4), 1369–1375.

https://doi.org/10.1044/2020_JSLHR-20-00567

This study analyzes the hearing hourly percentage (HHP) of children wearing their cochlear

implants. They wanted to see the percentage at which the child is receiving enough sound and

language input in order to yield standard spoken language scores. These children were all teste at

age 3. They all were prelingual hearing impaired, and were implanted at, or before age 2. The

results showed that HHP up to 80% had the best results.The goal is for the children to reach

100% HHP in order to receive the best possible sound input possible.
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This article clearly shows how important cochlear implants are for a child's language

development. The amount of wear-time of their implants, very much impacts their spoken

language. The sound input that they are able to receive because of the cochlears , makes it

possible for them to achieve their language goals. We clearly see from here the relationship

between early implantation and language development, especially in toddlers.

Kronenberger, William & Xu, Huiping & Pisoni, David. (2020). Longitudinal Development of

Executive Functioning and Spoken Language Skills in Preschool-Aged Children With

Cochlear Implants. Journal of Speech, Language, and Hearing Research. 63. 1-20.

10.1044/2019_JSLHR-19-00247.

It is known that auditory deprivation strongly impacts a child’s executive functioning

skills as well as their spoken language. This research studies the development of executive

functioning skills in normal hearing preschool children. It then goes on to compare the results of

those of children with cochlear implants. The results show that children with cochlear implants

score lower in executive functioning skills than those with normal hearing. Their reported EF

skills also predicted language skills. While CI children did show lots of progression, many still

lagged behind in their EF.

From here we see that executive functioning plays a role in a child's language

development. This research brings light on the fact that other factors are affected by a lack/ delay

of spoken language skills. Cochlear implants are shown to give hearing impaired children a great

amount of progression. Language delays don’t fully explain EF skills elays, but are shown to

have correlation.
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Davenport, B., & Holt, R. F. (2019). INFLUENCE OF FAMILY ENVIRONMENT ON

DEVELOPMENTAL OUTCOMES IN CHILDREN WITH COCHLEAR IMPLANTS:

A MATCHED CASE STUDY. The Volta review, 119(1), 29–55.

https://doi.org/10.17955/tvr.119.1.808

This research article is written based on a case study. This study was done on two 6-year

old children that both have cochlear implants. It’s measuring their expressive language skills as

well as their executive functioning skills. This research study shows the importance of a family

environment. While their children’s auditory history was nearly identical, their speech and

executive functioning skills were not. This shows how critical it is for their development for

them to be in an environment that stimulates language development.

This article is unique in that it brings up a very important aspect that strongly relates to

language development in children with hearing loss/ cochlear implants. Language development

is something that each child develops differently in (especially for those with CI). Therefore, it’s

important that their surroundings are conducive for that. By using a case study, a clear

comparison can be made between the children in order to evaluate their skills.

Blomquist, C., Newman, R. S., Huang, Y. T., & Edwards, J. (2021). Children With Cochlear

Implants Use Semantic Prediction to Facilitate Spoken Word Recognition. Journal of

speech, language, and hearing research : JSLHR, 64(5), 1636–1649.

https://doi.org/10.1044/2021_JSLHR-20-00319

This article discusses the topic in which evidence shows that children with cochlear

implants often struggle with spoken language more than their normal hearing peers. This may be

due to an issue with their word recognition. It was tested out with testing CI children on word
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recognition using a device for them to tap the correct picture for the word.It was noted how

fluent they were able to do this in comparison to their normal hearing peers. This study proves

that even if the children had similar vocabulary, the CI children struggle more with semantics

than the normal hearing children.

This study narrowed in on a specific aspect of language in children with CI. Besides for

their expressive language, it was focusing on their understanding of meanings of words and their

efficiency in understanding. This relates to the idea of language in CI children by bringing up

specific issues that they may struggle with.

Bell, N., Angwin, A. J., Wilson, W. J., & Arnott, W. L. (2019). Reading Development in

Children With Cochlear Implants Who Communicate via Spoken Language: A

Psycholinguistic Investigation. Journal of speech, language, and hearing research :

JSLHR, 62(2), 456–469. https://doi.org/10.1044/2018_JSLHR-H-17-0469

This study examines the reading comprehension and phonological skills of children ages

6-9 with cochlear implants. Their skills are compared with those of children their age with

normal hearing. It was interesting to see that results show that the children with cochlear

implants scored significantly worse in their reading accuracy, skills, and spoken language tasks

than their peers with normal hearing. Although, when reading words in isolation, the CI children

scored similar to their peers with NH.

This research focuses on reading skills, an important branch of language. While reading

is a completely different skill from expressive language, it is connected in so many ways.

Cochlear implant recipients experience delays and often struggle with every aspect of language,

therefore reading comprehension is included.

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Holt R. F. (2019). Assistive Hearing Technology for Deaf and Hard-of-Hearing Spoken

Language Learners. Education sciences, 9(2), 153.

https://doi.org/10.3390/educsci9020153

Research was done on recipients of hearing assistive technology such as hearing aids and

cochlear implants. This was to assess their ability to assist these children with their speech and

language development. This research was also done to know what needs perfecting, and to find

out more about it;s effectiveness. There is constant perfecting of the CI and heating aids over

the past 30 years, to better fit the news of the recipients so that they can have as much access to

spoken language as possible. Hearing technology maximizes their ability and potential to reach

their language goals.

Learning and exploring about the cochlear implants and hearing assistive technology is

closely related to the topic of language in children with cochlear implants. If it’s known how to

perfect these hearing devices, children will have access to lots of language which can grow their

vocabulary. They can then develop their expressive and receptive language skills to be of higher

quality.
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