ArticleAudiology research2023
Socio-Economic Status and Language Development in Hearing Loss: A Critical Appraisal.
Article in Audiology research, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 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.
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Who cites it
4 citing papers in PubMed, 9 citations in OpenAlex.
- Hearing and early life adversity: effects of developmental stress on sensory processing.Neuropsychopharmacology : official publication of the American College of Neuropsychopharmacology · 2026Review
- Speech Delay and Hearing Rehabilitation Disparities in Children With Hearing Loss.Otolaryngology--head and neck surgery : official journal of American Academy of Otolaryngology-Head and Neck Surgery · 2025Article
- Exploration of parental perspectives and involvement in therapeutic communication approaches for deaf and/or hard-of-hearing children at special schools in South Africa.Medical humanities · 2025Article
- Parental involvement, self-efficacy, and learning motivation of hearing-impaired students: insights from Savelugu, Ghana.Frontiers in psychology · 2025Article
Corrections and comments
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Authors and funding
3 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The impact of language input on children's speech, language, and brain development was borne out of Hart and Risley's famous "30-million-word gap". A perspective bolstered by many studies in the last decade relates higher socio-economic status (SES) to better qualitative and quantitative differences in children's speech. The logic chains found in these studies suggest that literacy development depends on language and brain development. Thus, brain building develops based on environmental experience and language input depends on the brain's perception of the auditory information. This essay uses the latest published peer-reviewed research to outline the current landscape of the role of SES in the development of speech and language skills among children with hearing loss (HL) who are enrolled in auditory-driven habilitation programs. This essay argues that low SES families may provide sufficient input for their children. The outcome of auditory-driven programs implemented by speech-language pathologists (SLPs) seems to be detached from SES. The role of SES on this developmental trajectory remains unclear, and clinical practice may be related to other validated and robust parameters related to hearing loss.
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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.