Susan Nittrouer|Meganne Muir|Kierstyn Tietgens|Aaron C. Moberly|Joanna H. Lowenstein
Development of Phonological, Lexical, and Syntactic Abilities in Children With Cochlear Implants Across the Elementary Grades
University of Florida|University of Florida|University of Florida|The Ohio State University|University of Florida
study assessed phonological lexical morphosyntactic abilities 6th grade group children previously tested 2nd grade address 4 questions children cochlear implants cis demonstrate deficits 6th grade b deficits greater lesser magnitude observed 2nd grade c measured skills relate treatment variables affect outcome measuressixtytwo 6th graders 29 normal hearing 33 cis participated language assessed 2nd gradedata reported 12 measures obtained 6th grade assessing phonological lexical morphosyntactic abilities betweengroups analyses conducted 6thgrade measures magnitude observed effects compared observed 2nd grade correlational analyses performed among measures 6th grade crosslagged analyses performed specific 2nd 6thgrade measures phonological awareness vocabulary literacy assess factors promoting phonological lexical development treatment effects age 1st ci preimplant thresholds bimodal experience evaluateddeficits remained fairly consistent type magnitude across elementary school largest deficits found phonological skills least morphosyntactic skills lexical skills intermediate phonological morphosyntactic skills largely independent lexical skills moderately related phonological skills morphosyntactic skills literacy acquisition strongly promoted phonological lexical development treatment variables bimodal experience affected outcomes positivelycongenital hearing loss puts children continued risk language deficits especially phonologically based skills two interventions appear ameliorate risk providing period bimodal stimulation strong literacy instruction