ArticleLanguage, speech, and hearing services in schools2022
Disparate Oral and Written Language Abilities in Adolescents With Cochlear Implants: Evidence From Narrative Samples.
Article in Language, speech, and hearing services in schools, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed, 44 citations in OpenAlex.
- Derivational Morphology Performance of Children Who Are Deaf and Hard of Hearing Who Use Cochlear Implants or Hearing Aids.American journal of speech-language pathology · 2025Article
- The Insufficiency of Norm-Referenced Writing Assessment for Identifying Writing Weaknesses in Children Who Are Deaf and Hard of Hearing.Language, speech, and hearing services in schools · 2025Article
- Concept vocabulary in children who are deaf or hard of hearing.Journal of deaf studies and deaf education · 2025Article
- The everyday speech environments of preschoolers with and without cochlear implants.Journal of child language · 2025Article
- Psychological Health of Deaf Pre-Teens and Teenagers with Cochlear Implants and Maternal Psychological Features: A Pilot Study.Healthcare (Basel, Switzerland) · 2025Article
- Tracking Listening Skill Development in Infants and Children with Hearing Loss: A Normative Dataset for the Functional Listening Index-Paediatric (FLI-PChildren (Basel, Switzerland) · 2024Article
- Parent-Reported Attention-Deficit/Hyperactivity Disorder-Linked Behaviors, Fatigue, and Language in Children Who Are Deaf and Hard of Hearing.Perspectives of the ASHA special interest groups · 2023Article
- Early cochlear implantation supports narrative skills of children with prelingual single-sided deafness.Scientific reports · 2023Article
- Writing Development in DHH Students: A Bimodal Bilingual Approach.Journal of deaf studies and deaf education · 2023Article
- Bridging the writing gap in studying language related disorders: the process and the product.Frontiers in psychology · 2023Article
- Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background.Frontiers in psychology · 2023Article
- The emergence of bifurcated structure in children's language.Journal of experimental psychology. General · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 1 country.
Funding
Abstract
purposeIn spite of improvements in language outcomes for children with hearing loss (HL) arising from cochlear implants (CIs), these children can falter when it comes to academic achievement, especially in higher grades. Given that writing becomes increasingly relevant to educational pursuits as children progress through school, this study explored the hypothesis that one challenge facing students with CIs may be written language.
methodParticipants were 98 eighth graders: 52 with normal hearing (NH) and 46 with severe-to-profound HL who used CIs. Oral and written narratives were elicited and analyzed for morphosyntactic complexity and global narrative features. Five additional measures were collected and analyzed as possible predictors of morphosyntactic complexity: Sentence Comprehension of Syntax, Grammaticality Judgment, Expressive Vocabulary, Forward Digit Span, and Phonological Awareness.
resultsFor oral narratives, groups performed similarly on both morphosyntactic complexity and global narrative features; for written narratives, critical differences were observed. Compared with adolescents with NH, adolescents with CIs used fewer markers of morphosyntactic complexity and scored lower on several global narrative features in their written narratives. Adolescents with NH outperformed those with CIs on all potential predictor measures, except for Sentence Comprehension of Syntax. Moderately strong relationships were found between predictor variables and individual measures of morphosyntactic complexity, but no comprehensive pattern explained the results. Measures of morphosyntactic complexity and global narrative features were not well correlated, suggesting these measures are assessing separate underlying constructs.
conclusionsAdolescents with CIs fail to show writing proficiency at high school entry equivalent to that of their peers with NH, which could constrain their academic achievement. Interventions for children with CIs need to target writing skills, and writing assessments should be incorporated into diagnostic assessments. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.17139059.
Indexed as
Identifiers
What OpenQuestion holds
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.