ArticleChild development perspectives2022
A Framework for Understanding the Relation Between Spoken Language Input and Outcomes for Children with Cochlear Implants.
Article in Child development perspectives, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 1 of them a synthesis that pooled it.
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Who cites it
8 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A call to action: more parent-child interaction research within daily routines!Journal of deaf studies and deaf education · 2026Pooled it
- Language Development in Deaf and Hard-of-Hearing Children: An Ecological Systems Perspective.Audiology research · 2026Article
- Threshold-distance functions predict speech recognition with cochlear implants.Scientific reports · 2025Article
- The everyday speech environments of preschoolers with and without cochlear implants.Journal of child language · 2025Article
- Temperament in Toddlers With and Without Prelingual Hearing Loss.Journal of speech, language, and hearing research : JSLHR · 2024Article
- "It doesn't matter if we're the most amazing professionals in the world…" A qualitative study of professionals' perspectives on parent-child interaction assessment with deaf infants.Frontiers in psychology · 2024Article
- Estimating Early Language Input in Deaf and Hard of Hearing Children With the Language Access Profile Tool.American journal of speech-language pathology · 2022Article
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Abstract
Spoken language outcomes after cochlear implantation are highly variable. Some variance can be attributed to individual characteristics. Research with typically hearing children suggests that the amount of language directed to children may also play a role. However, several moderating factors may complicate the association between language input and language outcomes in children with cochlear implants. In this article, I present a conceptual framework that posits that the association between total language input directed to children and language outcomes is moderated by factors that influence what is accessible, attended to, and coordinated with the child. The framework also posits that children with cochlear implants exhibit more variability on those moderating factors, which explains why the relation between language input and language outcomes may be more complex even if language input is more important for successful language outcomes in this population.
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