Intelligibility of hearing impaired children as judged by their parents: A comparison between children using cochlear implants and children using hearing aids
The intelligibility of the prelingually deaf CI children is very close to the intelligibility of NH children, while the HA children still show a decreased mean intelligibility.
Language development in children after receiving bilateral cochlear implants between 5 and 18 months
The present study showed that prelingually deaf children’s ability to develop complex expressive and receptive spoken language after early bilateral implantation appears promising.
The majority of the children developed language skills at a faster pace than their hearing ages would suggest and over time achieved expressive and receptive language skills within the normative range.
A comparison of the consonant production between Dutch children using cochlear implants and children using hearing aids
The consonant production of implanted children is more adequate than the consonant production of HA children with a hearing loss of 70 dB or more. In addition, the results also indicate that even after the age of 5 years, implantation can still have an advantageous effect on a child’s consonant production.
A comparative study of speech development between deaf children with cochlear implants who have been educated with spoken or spoken + sign language
To compare speech development following unilateral cochlear implant (CI) between a group of prelingually deaf children who have been educated exclusively using spoken language and another group who have used two languages (spoken and sign language).
A simple group quasi-experimental design was used with a control group.
The sample comprised 7 girls and 11 boys, aged between 4 and 8 years old, who received a CI between the ages of 15 months and 5 years old. The sample was divided into two groups, G1—bilingual and G2—spoken language. In both groups, aspects such as speech intelligibility, receptive vocabulary, psycho-linguistic skills, adaptive behaviour and behavioural problems were measured.
The children in Group 1 (bilingual) had better verbal and manual expression whereas those in Group 2 (spoken) achieved better results in terms of speech intelligibility, auditory reception and grammatical closure. These differences were confirmed statistically using Analysis of Variance. No significant differences were observed in relation to: receptive vocabulary, social and communicative skills, visual reception, auditory and visual association, visual closure and visual or auditory sequential memory.
The development of speech in these children is irrefutable; however, this study contributes a paradoxical element to the discussion: the bilingual group obtained better results in verbal fluency, hence these children should be able to evoke a greater number of words than those educated using just spoken language.