TY - JOUR
T1 - Language and reading outcomes in fourth-grade children with mild hearing loss compared to age-matched hearing peers
AU - Walker, Elizabeth A.
AU - Sapp, Caitlin
AU - Dallapiazza, Margaret
AU - Spratford, Meredith
AU - McCreery, Ryan W.
AU - Oleson, Jacob J.
N1 - Funding Information:
This work was supported by National Institute on Deafness and Other Communication Disorders Grant 5R01DC009560 (co-principal investigators, J. Bruce Tomblin, University of Iowa, and Mary Pat Moeller, Boys Town National Research Hospital). The content of this project is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute on Deafness and Other Communication Disorders or the National Institutes of Health. Special thanks go to the families and children who participated in the research and to the examiners at the University of Iowa, Boys Town National Research Hospital, and University of North Carolina–Chapel Hill.
PY - 2020/1
Y1 - 2020/1
N2 - Purpose: There is ambiguity in the clinical and research communities regarding whether children with mild bilateral hearing loss (MBHL) are at risk for delays. The goal of the current article is to expand the evidence base surrounding outcomes for the current generation of children with MBHL. Method: Using independent-samples t tests, we compared children with MBHL to same-age peers with normal hearing (NH) on measures of vocabulary, morphological awareness, listening comprehension, and reading. We completed regression analyses to explore the foundational linguistic skills that influenced reading abilities in both groups. For the children with MBHL, we examined whether hearing aid (HA) dosage was associated with individual differences in language scores. Results: Group comparisons indicated that children with NH significantly outperformed children with MBHL on tests of morphological awareness and listening comprehension. There were no differences in vocabulary size or reading achievement; however, children with MBHL displayed significant differences in the factors that accounted for variability in reading scores compared to children with NH. HA dosage was significantly associated with variation in listening comprehension scores, but not vocabulary, reading, or morphological awareness. Conclusions: The current results provide evidence that children with MBHL are at risk for persistent language deficits by 4th grade, particularly in aspects of language that involve form. Reading skills in children with MBHL appear to be commensurate with same-age hearing peers. Consistent use of well-fit HAs supports listening comprehension, although the amount of benefit from HAs may be reduced for children with higher unaided hearing levels.
AB - Purpose: There is ambiguity in the clinical and research communities regarding whether children with mild bilateral hearing loss (MBHL) are at risk for delays. The goal of the current article is to expand the evidence base surrounding outcomes for the current generation of children with MBHL. Method: Using independent-samples t tests, we compared children with MBHL to same-age peers with normal hearing (NH) on measures of vocabulary, morphological awareness, listening comprehension, and reading. We completed regression analyses to explore the foundational linguistic skills that influenced reading abilities in both groups. For the children with MBHL, we examined whether hearing aid (HA) dosage was associated with individual differences in language scores. Results: Group comparisons indicated that children with NH significantly outperformed children with MBHL on tests of morphological awareness and listening comprehension. There were no differences in vocabulary size or reading achievement; however, children with MBHL displayed significant differences in the factors that accounted for variability in reading scores compared to children with NH. HA dosage was significantly associated with variation in listening comprehension scores, but not vocabulary, reading, or morphological awareness. Conclusions: The current results provide evidence that children with MBHL are at risk for persistent language deficits by 4th grade, particularly in aspects of language that involve form. Reading skills in children with MBHL appear to be commensurate with same-age hearing peers. Consistent use of well-fit HAs supports listening comprehension, although the amount of benefit from HAs may be reduced for children with higher unaided hearing levels.
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U2 - 10.1044/2019_LSHSS-OCHL-19-0015
DO - 10.1044/2019_LSHSS-OCHL-19-0015
M3 - Article
C2 - 31913806
AN - SCOPUS:85077750575
VL - 51
SP - 17
EP - 28
JO - Language, Speech, and Hearing Services in Schools
JF - Language, Speech, and Hearing Services in Schools
SN - 0161-1461
IS - 1
ER -