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)....
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Discussion
Signed responses from readers of the wire.
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