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April 10, 2026Infant and Child DevelopmentOpen Access

Longitudinal Study of Narrative Development in Deaf and Hearing Children: Contributions of Executive Functions and Vocabulary

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Authors

MFMario FigueroaRHRos HermanGMGary Morgan

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Overview

Longitudinal study explores narrative skills growth in deaf and hearing children, indicating different predictors based on hearing status.

Key Points

  • This study aims to explore how narrative skills develop in deaf and hearing children and the roles of executive functions and vocabulary in this process.
  • Conducted a longitudinal study with assessments at two time points.
  • Included 30 deaf and hard of hearing (DHH) children and 42 hearing controls aged 6-11 years.
  • Measured narrative skills, executive functions, and vocabulary and analyzed relationships between these factors.
  • Both groups improved narrative scores over time.
  • DHH children narrowed the gap in narrative skills compared to hearing peers after two years.
  • Executive functions were a predictor of narrative skills in hearing children but not in DHH children.
  • Vocabulary predicted narrative skills for both groups.

Cite This Study

Figueroa et al. (2026) studied this question.

synapsesocial.com/papers/69d8946e6c1944d70ce0559ehttps://doi.org/10.1002/icd.70101
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Oral language outcomes after narrative intervention in preschoolers who are deaf or hard of hearing2026
  2. 2Narrative skills in Turkish-speaking children with hearing loss: a comparative analysis with normal-hearing peers2026
  3. 3Comparative analysis of microstructures of narrative abilities in language-age-matched Tamil-speaking children with cochlear implants and typical hearing2024 · 3 citations
  4. 4Story Generation and Narrative Retells in Children Who Are Hard of Hearing and Hearing Children2023 · 11 citations
  5. 5Relationships between Narrative Ability and Working Memory, Sustained Attention, and Verbal Fluency in Early School-Aged Children with and without Developmental Language Disorder2026