Current State of Knowledge: Language and Literacy of Children with Hearing Impairment

In Brief The purpose of this paper is to provide a review of past and current research regarding language and literacy development in children with mild to severe hearing impairment. A related goal is to identify gaps in the empirical literature and suggest future research directions. Included in the language development review are studies of semantics (vocabulary, novel word learning, and conceptual categories), morphology, and syntax. The literacy section begins by considering dimensions of literacy and the ways in which hearing impairment may influence them. It is followed by a discussion of existing evidence on reading and writing, and highlights key constructs that need to be addressed for a comprehensive understanding of literacy in these children. This review surveys the evidence regarding language and literacy development in children with mild to severe sensorineural hearing impairment. The language development section synthesizes studies of semantics (vocabulary, novel word learning and conceptual categories), morphology, and syntax. The literacy section synthesizes studies of reading and writing, along with considering key constructs for understanding literacy and the potential effects of hearing impairment on literacy. Evidence regarding the timing of intervention is examined. Gaps in our empirical knowledge are highlighted to identify further research needs.