Examination of Language, Behavioral, Academic, and Social Skills of Cochlear Implant Users in Early Primary Education.

Background:  Cochlear implants (CIs) improve spoken language skills as well as social and academic performance in children with severe and profound sensorineural hearing loss.

Purpose:  We compare the social skills, academic competence, and problem behaviors in children with CIs and their typical-hearing peers and investigate the relationship between language skills and social skills, academic competence, and problem behaviors in children with CIs.

Research Design:  Thirty-two children with CIs were divided into two groups according to implantation age: early ( = 17) and late-implanted group ( = 15).

The relationships between language, working memory and rapid naming in children with mild to moderate hearing loss.

Objective: Hearing loss is associated with reduced quality and quantity of auditory input, and difficulty in cognitive and language skills. This study aimed to investigate the relationship between language, working memory, and rapid naming skills in children with mild to moderate sensorineural hearing loss (MMHL).

Methods: Twenty children with MMHL with the same auditory experience and demographical conditions using bilateral hearing aids were included.