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Effects of Cochlear Implants on Children's Reading and Academic Achievement

Journal of deaf studies and deaf education, 2007-07, Vol.12 (3), p.269-282 [Peer Reviewed Journal]

Copyright © Oxford University Press ;The Author 2007. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org 2007 ;Copyright Oxford Publishing Limited(England) Summer 2007 ;ISSN: 1081-4159 ;EISSN: 1465-7325 ;DOI: 10.1093/deafed/enm013 ;PMID: 17526867

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  • Title:
    Effects of Cochlear Implants on Children's Reading and Academic Achievement
  • Author: Marschark, Marc ; Rhoten, Cathy ; Fabich, Megan
  • Subjects: Academic Achievement ; Achievement ; Assistive Technology ; Child ; Children ; Children & youth ; Cochlear implantation ; Cochlear Implants ; Criticism ; Deaf education ; Deafness ; Deafness - surgery ; Grade levels ; Hearing aids ; Hearing loss ; Humans ; Language ; Literacy ; Reading ; Reading Achievement ; Reading comprehension ; Research Problems ; School age children ; Software ; Theory / Review
  • Is Part Of: Journal of deaf studies and deaf education, 2007-07, Vol.12 (3), p.269-282
  • Description: This article presents a critical analysis of empirical studies assessing literacy and other domains of academic achievement among children with cochlear implants. A variety of recent studies have demonstrated benefits to hearing, language, and speech from implants, leading to assumptions that early implantation and longer periods of implant should be associated with higher reading and academic achievement. This review, however, reveals that although there are clear benefits of cochlear implantation to achievement in young deaf children, empirical results have been somewhat variable. Examination of the literature with regard to reading achievement suggests that the lack of consistent findings might be the result of frequent failures to control potentially confounding variables such as age of implantation, language skills prior to implantation, reading ability prior to implantation, and consistency of implant use. Studies of academic achievement beyond reading are relatively rare, and the extent to which performance in such domains is mediated by reading abilities or directly influenced by hearing, language, and speech remains unclear. Considerations of methodological shortcomings in existing research as well as theoretical and practical questions yet to be addressed provide direction for future research.
  • Publisher: United States: Oxford University Press
  • Language: English
  • Identifier: ISSN: 1081-4159
    EISSN: 1465-7325
    DOI: 10.1093/deafed/enm013
    PMID: 17526867
  • Source: Education Resources Information Center (ERIC)
    Geneva Foundation Free Medical Journals at publisher websites
    MEDLINE
    Alma/SFX Local Collection
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