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Bilingualism and Bilingual Deaf Education$
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Marc Marschark, Gladys Tang, and Harry Knoors

Print publication date: 2014

Print ISBN-13: 9780199371815

Published to Oxford Scholarship Online: August 2014

DOI: 10.1093/acprof:oso/9780199371815.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 18 June 2021

The Influence of Communication Mode on Language Development in Children with Cochlear Implants

The Influence of Communication Mode on Language Development in Children with Cochlear Implants

Chapter:
(p.134) 6 The Influence of Communication Mode on Language Development in Children with Cochlear Implants
Source:
Bilingualism and Bilingual Deaf Education
Author(s):

Elizabeth A. Walker

J. Bruce Tomblin

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199371815.003.0006

Cochlear implants (CIs) are a common habilitation option for children with profound hearing loss. CI technology has resulted in significant changes in approaches to communication and education for children who are deaf. This chapter will focus on the influence of communication mode and educational settings for children with CIs. Successful speech and language outcomes for children with cochlear implants are highly dependent on a number of factors besides communication mode, including amount of residual hearing, age at implantation, amount of daily cochlear implant use, and parents’ goals for communication and overall development. Future research should address the issue of using sign language during the initial stages of language learning, and its effects on later language, reading, and psychosocial development.

Keywords:   cochlear implants, communication mode, sign language, language development, psychosocial development

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