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Contributions of Early Vocabulary Knowledge to Literacy Growth in Children with Cochlear Implants and Hearing Aids

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Title: Contributions of Early Vocabulary Knowledge to Literacy Growth in Children with Cochlear Implants and Hearing Aids
Language: English
Authors: Emily Lund (ORCID 0000-0003-4992-3554), Krystal L. Werfel (ORCID 0000-0002-2599-4609)
Source: Volta Review. 2025 125(1):33-45.
Availability: Alexander Graham Bell Association for the Deaf and Hard of Hearing. 3417 Volta Place NW, Washington, DC 20007. Tel: 202-337-5220; Fax: 202-337-8314; e-mail: periodicals@agbell.org; Web site: https://www.agbell.org/Advocacy/Volta-Review
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Hard of Hearing, Sensory Aids, Vocabulary Development, Language Skills, Knowledge Management, Verbal Development, Young Children
ISSN: 0042-8639
2162-5158
Abstract: Children who are deaf and hard of hearing (DHH) and learning to listen and speak begin developing spoken language skills later than their peers with typical hearing (TH). Consequently, it is well-documented that those children who are DHH lag their TH peers in spoken vocabulary development during their earliest years and on average, those lags continue into elementary school (Lund et al., 2022; Nittrouer & Lowenstein, 2024; Walker et al., 2019). With consistent use of amplification and early intervention, there are many children who are DHH who do develop overall spoken vocabulary that falls in the "range of normal" on norm-referenced, single-word tests of vocabulary (Busch et al., 2022; Cupples et al., 2018). However, there is evidence that even higher-performing DHH children may develop different types of word knowledge than children with typical hearing and those differences are not always captured by single-word measures (Lund & Werfel, 2025; Nott et al., 2009; Trevino et al., 2025). Types of word knowledge can influence the development of other complex language skills and later academic success (e.g., Schuth et al., 2017). Thus, there is a need to consider not only how many words children who are DHH know, but also which words those children are learning. The purpose of this work is to examine two types of word knowledge--concept knowledge and organizational knowledge--that may develop differently for children who are DHH and learning spoken language, and to consider how that word knowledge affects later development.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://agbell.org/docs-category/volta-review/
Accession Number: EJ1483204
Database: ERIC
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  Data: Contributions of Early Vocabulary Knowledge to Literacy Growth in Children with Cochlear Implants and Hearing Aids
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  Data: <searchLink fieldCode="AR" term="%22Emily+Lund%22">Emily Lund</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4992-3554">0000-0003-4992-3554</externalLink>)<br /><searchLink fieldCode="AR" term="%22Krystal+L%2E+Werfel%22">Krystal L. Werfel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2599-4609">0000-0002-2599-4609</externalLink>)
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  Data: Alexander Graham Bell Association for the Deaf and Hard of Hearing. 3417 Volta Place NW, Washington, DC 20007. Tel: 202-337-5220; Fax: 202-337-8314; e-mail: periodicals@agbell.org; Web site: https://www.agbell.org/Advocacy/Volta-Review
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  Data: Children who are deaf and hard of hearing (DHH) and learning to listen and speak begin developing spoken language skills later than their peers with typical hearing (TH). Consequently, it is well-documented that those children who are DHH lag their TH peers in spoken vocabulary development during their earliest years and on average, those lags continue into elementary school (Lund et al., 2022; Nittrouer & Lowenstein, 2024; Walker et al., 2019). With consistent use of amplification and early intervention, there are many children who are DHH who do develop overall spoken vocabulary that falls in the "range of normal" on norm-referenced, single-word tests of vocabulary (Busch et al., 2022; Cupples et al., 2018). However, there is evidence that even higher-performing DHH children may develop different types of word knowledge than children with typical hearing and those differences are not always captured by single-word measures (Lund & Werfel, 2025; Nott et al., 2009; Trevino et al., 2025). Types of word knowledge can influence the development of other complex language skills and later academic success (e.g., Schuth et al., 2017). Thus, there is a need to consider not only how many words children who are DHH know, but also which words those children are learning. The purpose of this work is to examine two types of word knowledge--concept knowledge and organizational knowledge--that may develop differently for children who are DHH and learning spoken language, and to consider how that word knowledge affects later development.
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        StartPage: 33
    Subjects:
      – SubjectFull: Hard of Hearing
        Type: general
      – SubjectFull: Sensory Aids
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Language Skills
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      – SubjectFull: Knowledge Management
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      – SubjectFull: Verbal Development
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      – SubjectFull: Young Children
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      – TitleFull: Contributions of Early Vocabulary Knowledge to Literacy Growth in Children with Cochlear Implants and Hearing Aids
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