A considerable body of evidence obtained from studies of children who are deaf and who use cochlear implants has been useful in guiding practices that lead to higher levels of English language proficiency and age-appropriate literacy. Both (a) research conducted at implant centers and (b) educational programs with significant numbers of children who use cochlear implants have provided evidence that is useful when making decisions regarding best practices. For the most part, practices that emphasize auditory-based spoken language development have been shown to be highly effective in changing outcomes according to published data for children whose lives are affected by childhood deafness.
Get full access to this article
View all access options for this article.
References
1.
Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press .
2.
Aldridge, J. (2005). The importance of oral language. Childhood Education, 81(3), 177—181.
3.
Bebear, J.P., Bordure, P., Deguinne, O., D'Haese, P.D., Fraysse, B., Mondain, M., et al. (2005, March). Evaluation of speech perception and localization in bilateral implanted adults: Preliminary outcomes of a French multi-center study. Paper presented at the 10th Symposium on Cochlear Implants in Children, Dallas, TX.
4.
Blanchfield, B.B., Feldman, J.J., Dunbar, J.L., & Gardner, E.N. (2001). The severely to profoundly hearing-impaired population in the United States: Prevalence estimates and demographics. Journal of Academy ofAudiology, 12(4), 183—189.
5.
Brackett, D., Maxon, A.B., & Kessler, M. (2005, March). Sequential bilateral cochlear implant outcomes: Linguistic predictability and complexity effects. Paper presented at the 10th Symposium on Cochlear Implants in Children, Dallas, TX.
6.
California Department of Education. (2003— 2004). 2003, 2004 STAR English-language arts deaf student' performance . Sacramento, CA: CASEMIS.
7.
Connor, C.M., & Zwolan, T.A. (2004). Examining multiple sources of influence on the reading comprehension of children who use cochlear implants. Journal of Speech , Language and Hearing Research, 47(3), 509—527.
8.
Downs, M.P. (1995). Universal newborn hearing screening: The Colorado story. International Journal of PediatricOtorhinolaryngology , 32(3), 257—259.
9.
Francis, H.W., Koch, M.E., Wyatt, J.R., & Niparko, J.K. (1999). Trends in educational placements and cost—benefit considerations in children with cochlear implants. Archives of Otolaryngology— Head & NeckSurgery, 125, 499—505.
10.
Gallaudet Research Institute (2001, January). Regional and national summary report of data from the 1999—2000 annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: Gallaudet University, Author.
11.
Gallaudet Research Institute. (2003, December). Program summary report of data from the 2002—2003 annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: Gallaudet University, Author.
12.
Gallaudet Research Institute. (2005, January). Program summary report of data from the 2003—2004 annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: Gallaudet University, Author.
13.
Geers, A. (2003). Predictors of reading skill development in children with early cochlear implantation. Ear and Hearing (Supplement) , 59S—68S.
14.
Geers, A., & Moog, J. (1989). Factors predictive of the development of literacy in profoundly hearing-impaired adolescents. Volta Review, 91, 69—86.
15.
Geers, A., Moog, J., & Tobey, E. (2005, March). Literacy improvements in early-implanted students. Paper presented at the 10th Symposium on Cochlear Implants in Children, Dallas, TX.
16.
Harris, M., & Moreno, C. (2004). Deaf children's use of phonological coding: Evidence from reading, spelling, and working memory. Journal of DeafStudies, 9(3), 253—268.
17.
Hearing Loss Association.Facts on hearing loss (Fact sheet). Retrieved April 10, 2005 from http://www.hearingloss.org/learn/factsheets.asp
18.
Holt, J.A. (1994). Classroom attributes and achievement test scores for deaf and hard of hearing students. American Annals of the Deaf, 139(4), 430—437.
19.
Karchmer, M.A., & Mitchell, R.E. (2003). Demographic and achievement characteristics of deaf and hard of hearing students. In M. Marschark & P. Spencer (Eds.), Oxford handbook of deaf studies: Language and education (pp. 21—37). Oxford, England: Oxford University Press.
20.
Laurent Clerc National Deaf Education Center. ( 2004). Working for deaf and hard of hearing children throughout the United States: Annual report. Available at http://clerccenter.gallaudet.edu/about/2004annual-report.pdf
21.
Lindamood, P.C., Bell, N., & Lindamood, P. (1993). Issues in phonological awareness assessment. Annals of Dyslexia, 42, 242—259.
22.
Moats, L.C. (2000). Speech to print: Language essentials for teachers . Baltimore: Brookes.
23.
Moog, J.S. (2002). Changing expectations for children with cochlear implants. Annals of Otology, Rhinolology, andLaryngology , 111, 138—142.
24.
Morris, D., Bloodgood, J., & Perney, J. (2003). Kindergarten predictors of first- and second-grade reading achievement. The Elementary School Journal, 102(2), 93—105.
25.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: National Institute of Children Health & Human Development, National Institutes of Health.
26.
Nielsen, D.C., & Luetke-Stahlman, B. (2002). Phonological awareness: One key to the reading proficiency of deaf children. American Annals of the Deaf, 147(3), 11—20.
27.
No Child Left Behind Act of 2001.20 U.S.C. 70 § 6301 et seq ( 2002)
28.
O'Connor, R.E., Notari-Syverson, A., & Vadasy, P.F. (1996). Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities . Exceptional Children, 63(1), 117—134.
29.
Perfetti, C.A., & Sandak, R. (2000). Reading optimally builds on spoken language: Implications for deaf readers. Journal of Deaf Studies, 5(1), 32—50.
30.
Robbins, A.M., Koch, D.B., Phillps, S.Z., & Kishon-Rabin, L. (2004). Effect of age at cochlear implantation on auditory skill development in infants and toddlers. Archives of Otolaryngology—Head and Neck Surgery, 130, 570—574.
31.
Snyder, S.A., & Downey, D. (1997). Developmental differences in the relationship between oral language deficits and reading. Topics in Language Disorders, 17(3), 27—40.
32.
Spencer, L., Tomblin, J.B., & Gantz, B.J. (1997). Reading skills in children with multichannel cochlear-implant experience. Volta Review, 99(4), 193—202.
33.
Stahl, S.A., & Murray, B.A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221—234.
34.
Storch, S.A., & Whitehurst, G.J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38(6), 934—947.
35.
Sharma, A., Dorman, M.F., & Spahr, A.J. (2002). A sensitive period for the development of the central auditory system in children with cochlear implants: Implications for age of implantation. Ear and Hearing,23, 532—539.
36.
Spencer, L., Tomblin, J.B., & Gantz, B.J. (1997). Reading skills in children with multichannel cochlear-implant experience. Volta Review, 99(4), 193—202.
37.
Tomblin, J.B., Spencer, L.J., & Gantz, B.J. (2000). Language and reading acquisition in children with and without cochlear implants. In C. S. Chang & D. Lim (Eds.), Updates in cochlear implantation (Advances in Oto-Rhino-Laryngology Vol. 57, pp. 300—304). Basel , Switzerland: Karger.
38.
Torgesen, J.K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator [On-line]. Available at http://www.ldonline.org/ld_indepth/reading/torgesen_catchthem.html
39.
Yopp, H.K., & Yopp, R.H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54(2), 130—144.
