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Journal of Deaf Studies and Deaf Education Advance Access originally published online on June 7, 2007
The Journal of Deaf Studies and Deaf Education 2007 12(4):461-471; doi:10.1093/deafed/enm023
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© The Author 2007. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Neuropsychological Correlates of Vocabulary, Reading, and Working Memory in Deaf Children With Cochlear Implants

Mary K. Fagan, David B. Pisoni, David L. Horn and Caitlin M. Dillon

Indiana University


  Abstract

The performance of deaf children with cochlear implants was assessed using measures standardized on hearing children. To investigate nonverbal cognitive and sensorimotor processes associated with postimplant variability, five selected sensorimotor and visuospatial subtests from A Developmental Neuropsychological Assessment (NEPSY) were compared with standardized vocabulary, reading, and digit span measures. Participants were 26 deaf children, ages 6–14 years, who received a cochlear implant between ages 1 and 6 years; duration of implant use ranged from 3 to 11 years. Results indicated significant correlations between standard scores on the Design Copying subtest of the NEPSY and standard scores on vocabulary comprehension, reading, and digit span measures. The results contribute to our understanding of the benefits of cochlear implantation and cognitive processes that may support postimplant language and academic functioning.

Correspondence should be sent to Mary K. Fagan, Indiana University, School of Medicine, Riley Research Wing 044, 699 West Drive, Indianapolis, IN 46202 (e-mail: mkfagan{at}indiana.edu). Caitlin M. Dillon is now at Haskins Laboratories, New Haven, CT.

Received December 14, 2006; revised February 26, 2007; accepted April 6, 2007


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