Language Learning Activities in Educational Settings Incrementally Predict Language Ability Beyond Daily Conversation in Preschoolers with Cochlear Implants: A Comparative Study with Normal-Hearing Peers

/OBJECTIVES: This study examined how different types of language activities in educational settings predict language ability in preschoolers with cochlear implants (CIs) versus normal-hearing (NH) peers. Predictor variables included two dimensions of language activities (language learning activities: shared reading, word games, and story retelling; daily communication activities: routine conversations and free play...

Audiologists and early intervention teams should actively advocate for structured language-learning activities in educational settings for cochlear implant users, as these predict language outcomes above and beyond home conversation alone.

Demonstrating that educational setting activities independently predict language ability in CI users highlights a modifiable factor that can be targeted in early intervention planning.

1. 01Structured language activities in preschool predicted language ability in CI users beyond daily home conversation.
2. 02The predictive value of educational activities was incremental over and above conversational exposure.
3. 03Results were compared against age-matched normal-hearing peers, adding a meaningful benchmark.
4. 04Study focuses on preschool age, a critical window for language development in CI users.
5. 05Findings support advocating for high-quality educational environments for children with cochlear implants.

PMID

42353976

DOI

10.3390/children13060806.

Journal

Children

Publication type

research_article

Evidence level

2b

Population

Preschool-aged children with cochlear implants and normal-hearing peers

Intervention

Language learning activities in educational settings

Comparator

Normal-hearing preschool peers; daily conversational exposure baseline