Journal of Deaf Studies and Deaf Education Advance Access originally published online on May 25, 2007
The Journal of Deaf Studies and Deaf Education 2007 12(3):269-282; doi:10.1093/deafed/enm013
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Effects of Cochlear Implants on Children's Reading and Academic Achievement
National Technical Institute for the Deaf–Rochester Institute of Technology
Western Pennsylvania School for the Deaf
New York School for the Deaf
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Abstract |
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This article presents a critical analysis of empirical studies assessing literacy and other domains of academic 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 and academic achievement. This review, however, reveals that although there are clear benefits of cochlear implantation to achievement in young deaf children, empirical results have been somewhat variable. Examination of the literature with regard to reading achievement suggests that the lack of consistent findings might be the result of frequent failures to control potentially confounding variables such as age of implantation, language skills prior to implantation, reading ability prior to implantation, and consistency of implant use. Studies of academic achievement beyond reading are relatively rare, and the extent to which performance in such domains is mediated by reading abilities or directly influenced by hearing, language, and speech remains unclear. Considerations of methodological shortcomings in existing research as well as theoretical and practical questions yet to be addressed provide direction for future research.
Correspondence should be sent to Marc Marschark, Center for Education Research Partnerships, National Technical Institute for the Deaf, 52 Lomb Memorial Drive, Rochester, NY 14623 (e-mail: marc.marschark{at}rit.edu).
Received December 21, 2006; revised March 13, 2007; accepted March 14, 2007
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