ReviewFrontiers in psychology2020
Rethinking Emergent Literacy in Children With Hearing Loss.
Review in Frontiers in psychology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06322472 (The Relationship Between Phonological Awareness Skills and Home Environment Literacy in Cochlear Implant Users), which is not on this map. Cited by 9 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
The Relationship Between Phonological Awareness Skills and Home Environment Literacy in Cochlear Implant Users
Who cites it
9 citing papers in PubMed.
- Responses and Nonresponses in a Bound Morpheme Elicitation Task by Deaf and Hard of Hearing Children.Journal of speech, language, and hearing research : JSLHR · 2026Article
- Explicit tier two vocabulary instruction for young deaf children.Journal of deaf studies and deaf education · 2025Article
- A Quantitative and Qualitative Analysis of the Phonetic and Phonological Development of Children with Cochlear Implants and Its Relationship with Early Literacy.Audiology research · 2025Article
- Working Memory and Language Relate to Report of Socio-Emotional Functioning in Children with Hearing Loss.Journal of clinical medicine · 2024Article
- Comparing Scores on the Peabody Picture Vocabulary Test and Receptive One-Word Picture Vocabulary Test in Preschoolers With and Without Hearing Loss.American journal of speech-language pathology · 2023Article
- Objectively measured teacher and preschooler vocalizations: Phonemic diversity is associated with language abilities.Developmental science · 2022Article
- Computational approaches to understanding interaction and development.Advances in child development and behavior · 2022Article
- Differences and Similarities in the Contributions of Phonological Awareness, Orthographic Knowledge and Semantic Competence to Reading Fluency in Chinese School-Age Children With and Without Hearing Loss.Frontiers in psychology · 2021Article
- Reciprocal Patterns of Peer Speech in Preschoolers with and without Hearing Loss.Early childhood research quarterlyArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Long-term literacy outcomes for children with hearing loss, particularly those with severe-to-profound deafness who are fitted with cochlear implants (CIs) lag behind those of children with normal hearing (NH). The causes for these long-term deficits are not fully clear, though differences in auditory access between children who use CIs and those with NH may be a partial cause. This paper briefly reviews the emergent literacy model as proposed by Whitehurst and Lonigan (1998). We then examine the development of each of Whitehurst and Lonigan's identified factors in children who use CIs and how the extant knowledge of language and literacy development in children who use CIs may bear on the emergent literacy model. We then propose to modify the model for children who use CIs based on their unique developmental trajectories, influenced at least in part by their unique auditory access. We conclude with future directions for further development of an evidence-based emergent literacy model for children who use CIs and how this model could be used to inform intervention.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.