Children with a cochlear implant who learn spoken language only, may progress faster than others with implants who also learn sign language, according to new research from Leiden University in The Netherlands.
Not as far-fetched as it seems. For deaf children (like their hearing peers), proficiency in a first language is the best basis for a second language.
Essential factors for a young child’s linguistic progress include:
- Early detection of hearing issues
- Hearing-device/s from the earliest age possible
- Rich exposure to spoken language (90% of families will be verbal)
- Shared time reading-aloud with parent/s, carers and educators
- Word games and incidental, vocal interaction on a daily basis
The author of this thesis has guidance on literacy for children with implants:
- After A Cochlear Implant – The Real Work Begins
- Listening and Speaking: A Link To Reading/Writing?
- Language Parallels Seen In Deafness And Dyslexia
- Bilingual, Spoken Language At Home And School
- The Sky’s The Limit, When Parents Are Informed
- Cochlear Implants Alter What It Means To Be Deaf
- Deaf Children ‘Can Learn Their Family Language’
- New Study: Babies Learn Language By Lip-Reading