- Short Contents
- About the Editors
- The Promises (?) of Deaf Education:: From Research to Practice and Back Again
- The History of Language and Communication Issues in Deaf Education
- Legal Advocacy for Deaf and Hard-of-Hearing Children in Education
- Preparing Teachers of Students Who Are Deaf or Hard of Hearing
- Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics
- Supporting Students in General Education Classrooms
- Current and Future Technologies in the Education of Deaf Students
- Evidence-based Curricula and Practices That Support Development of Reading Skills
- Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?
- The Demands of Writing and the Deaf Writer
- Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go?
- Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment
- Reflections on Identity
- Deaf Studies in the 21st Century:: “Deaf-gain” and the Future of Human Diversity
- Cochlear Implants:: Family and Young People’s Perspectives
- The Impact of Early Identification of Deafness on Hearing Parents
- How Does Speech Intelligibility Affect Self and Others’ Perceptions of Deaf and Hard-of-Hearing People?
- Emerging Sign Languages
- Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language
- Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach
- Early Communication in Sign and Speech
- Language Acquisition and Critical Periods for Children Using Cochlear Implants
- Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World
- Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development
- Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development
- Performance Outcomes for Adult Cochlear Implant Users
- Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth
- Learning Disabilities in Deaf and Hard-of-Hearing Children
- Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants
- Working Memory, Deafness, and Sign Language
- Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education
- Author Index
- Subject Index
Abstract and Keywords
This chapter provides an overview and critical analysis of studies examining reading achievement among children with cochlear implants. A variety of recent studies have demonstrated benefits to hearing, language, and speech from implants, leading to assumptions that early implantation and longer periods of implant should be associated with higher reading achievement. Yet, reading achievement has not been found to be related to hearing thresholds in deaf and hard-of-hearing (DHH) children without implants, so hearing is not the only factor that has to be considered. Indeed, while there are clear benefits of cochlear implantation to reading achievement in young deaf children, empirical results and practical outcomes have been somewhat variable. Examination of the literature is made with an eye toward possible implications of confounding variables, such as cognitive abilities, age of implantation, and language skills prior to implantation. Evidence suggesting that early advantages to reading from cochlear implantation may not be maintained implies that we do not yet know how best to educate children with implants. A similar situation exists with regard to hard-of-hearing children, and insofar as most children with cochlear implants are functionally (at least) hard of hearing, we may be able to learn much from comparative studies of reading abilities within the two populations. The chapter discusses methodological shortcomings in existing research, as well as theoretical and practical questions to be addressed in future research.
Marc Marschark, Ph.D., is a Professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. He is co-editor of the Journal of Deaf Studies and Deaf Education.
Thomastine Sarchet National Technical Institute for the Deaf Rochester Institute of Technology Rochester, NY
Cathy Rhoten Western Pennsylvania School for the Deaf Pittsburgh, PA
Megan Zupan New York School for the Deaf White Plains, NY
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