Maternal Interactions During Shared Book Reading in Children with Cochlear Implant and Their Typically Developing Peers: A Comparative Study

Shared book reading (SBR) is a pivotal activity in early childhood language development. However, children using cochlear implants (CIs) face challenges due to their auditory difficulties and the need for adapted communication strategies. This study aims to compare the maternal interactions during SBR by mothers of children with CIs and typically developing (TD) children.

Audiologists and early intervention specialists should be aware that maternal interaction styles during shared reading may differ for children with cochlear implants, suggesting a role for coaching caregivers on language-rich reading strategies as part of aural rehabilitation.

Identifying differences in caregiver communication behaviors during literacy activities can inform family-centered early intervention programs to optimize language outcomes for children with cochlear implants.

1. 01Compared maternal interaction patterns during shared book reading in CI users vs. typically developing children.
2. 02Differences in caregiver interaction style may influence early language development in CI children.
3. 03Findings support the importance of family coaching in early hearing loss intervention.
4. 04Comparative study design provides useful context for clinicians in pediatric audiology.
5. 05Published peer-reviewed (DOI: 10.65717/iao.2026.251987).

PMID

42345433

DOI

10.65717/iao.2026.251987.

Journal

International Archives of Otorhinolaryngology

Publication type

research_article

Evidence level

2b

Population

Children with cochlear implants and their mothers, compared with typically developing children and their mothers

Intervention

Observation of maternal interaction patterns during shared book reading

Comparator

Typically developing children and their mothers