This study explores the interplay of phonological and lexical processing in children, focusing on whether German-speaking school-age children with cochlear implants (CIs) use phonological information for lexical access in the same way as their peers with typical hearing (TH)....
Findings may support incorporating phonological awareness tasks into language assessments and therapy planning for school-age cochlear implant users, though clinical protocols should await replication in larger samples.
Understanding how cochlear implant users leverage phonological cues for word recognition can refine speech-language therapy targets and inform cochlear implant (re)habilitation programming for school-age children.
- 01Study examined phonological and lexical processing in German-speaking school-age children with cochlear implants.
- 02Phonological information (sound-based word clues) was found to contribute to lexical access (finding words in memory).
- 03Published in the Journal of Speech, Language, and Hearing Research (JSLHR).
- 04Population was school-age children, a group with distinct language demands compared to younger CI users.
- 05Findings have potential implications for speech-language therapy and CI rehabilitation planning.
Phonological information contributes to lexical access in school-age children with cochlear implants.
studypartially supported- PMID
- 42490173
- DOI
- 10.1044/2026_JSLHR-25-00750.
- Journal
- Journal of Speech, Language, and Hearing Research
- Publication type
- research_article
- Evidence level
- 4
- Population
- German-speaking school-age children with cochlear implants
- Intervention
- Assessment of phonological information contribution to lexical access
Primary outcomes
Contribution of phonological information to lexical access; Phonological and lexical processing performance