Purpose In this study, the authors examined the effect of hearing loss on subjective reports of fatigue in school-age children using a standardized measure. Methods As part of a larger ongoing study, the authors obtained subjective ratings of fatigue using the Pediatric Quality of Life Inventory (PedsQL) Multidimensional Fatigue Scale (Varni, Burwinkle, Katz, Meeske, & Dickinson, 2002). This standardized scale provides a measure of general fatigue, sleep/rest fatigue, cognitive fatigue, and an overall composite measure of fatigue. To date, data from 10 children with hearing loss (CHL) and 10 age-matched children with normal hearing (CNH) have been analyzed. Results These preliminary results show that subjective fatigue is increased in school-age children with hearing loss (Cohen's d = 0.78–1.90). In addition, the impact of hearing loss on fatigue in school-age children appears pervasive across multiple domains (general, sleep/rest, and cognitive fatigue). Conclusion School-age CHL reported significantly more fatigue than did CNH. These preliminary data are important given the negative academic and psychosocial consequences associated with fatigue. Further research is needed to determine the underlying mechanisms responsible for this increased fatigue in school-age children with hearing loss, and to identify factors that may modulate (e.g., degree of loss) and mediate (e.g., hearing aid or cochlear implant use) its impact.

Children with hearing loss performed more poorly than children with normal hearing on measures of oral language, phonological memory, and conceptual print knowledge. Two interaction effects were present. For phonological awareness and concepts of print, children with hearing loss demonstrated less positive change than children with normal hearing. Although children with hearing loss generally demonstrated a positive growth in emergent literacy skills, their initial performance was lower than that of children with normal hearing, and rates of change were not sufficient to catch up to the peers over time.

Taken as a whole, results suggested that parents under-estimate the fatigue experienced by children with cochlear implants. Child report of physical fatigue was robustly related to language and literacy skills. Children with cochlear implants are likely more accurate at reporting physical fatigue than cognitive fatigue. Clinical practice should take fatigue into account when developing treatment plans for children with cochlear implants, and research should continue to develop a comprehensive model of fatigue in children with cochlear implants.

By integrating morphological awareness instruction into the services they provide, clinical scientists and other educators will be providing their students with a strong tool to aid written language skills.

Measures of print knowledge were compared across preschoolers with hearing loss and normal hearing. Alphabet knowledge did not differ between groups, but preschoolers with hearing loss performed lower on measures of print concepts and concepts of written words than preschoolers with normal hearing. Further study is needed in this area.

Purpose Children with specific language impairment (SLI) are more likely than children with typical language (TL) to exhibit difficulties in word-level spelling accuracy. More research is needed to elucidate the contribution of linguistic knowledge to word-level spelling accuracy in this population. The purpose of this study was to explore the contributions of linguistic knowledge to spelling accuracy in a group of 2nd- to 4th-grade children with SLI and a group of 2nd- to 4th-grade children with TL. Method Participants were 32 children with SLI and 32 children with TL in Grades 2 through 4. Five areas of linguistic knowledge were assessed: phonological awareness, morphological knowledge, orthographic pattern knowledge, mental grapheme representation knowledge, and vocabulary knowledge. Mixed-effects logistic regression models were utilized to address the research aim. Results Mental grapheme representation knowledge was selected as a significant predictor in both models; however, phonological awareness was the only additional significant predictor in the model for children with SLI, whereas morphological knowledge was the only other significant predictor in the model for children with TL. Orthographic pattern knowledge and vocabulary knowledge were not significant for either group. Conclusions The results suggest that spelling instruction and intervention for children with SLI should take linguistic knowledge into account and explicitly relate linguistic knowledge to spelling. Additionally, future research should consider if instructional targets for children with SLI should differ from targets for children with TL and if these findings represent a delay or a disorder in spelling acquisition for children with SLI.

This pilot study compared the phonological awareness skills and vocabulary performance of English monolingual and Spanish–English bilingual children with and without hearing loss. Preschool children with varying degrees of hearing loss (n = 18) and preschool children without hearing loss (n = 19) completed measures of phonological awareness and receptive and expressive vocabulary knowledge. On phonological awareness tasks, the performance of bilingual children with hearing loss was significantly higher than bilingual children with normal hearing, but not higher than either monolingual group of children. On norm-referenced vocabulary knowledge measures, the performance of monolingual and bilingual children with hearing loss was significantly lower than monolingual and bilingual children with normal hearing. Correlations for phonological awareness and vocabulary knowledge were found for both groups of children with normal hearing, but not children with hearing loss. This study represents preliminary evidence that children with hearing loss may develop phonological awareness differently than children with normal hearing and that language and educational experience are critical to understanding the phonological awareness performance in children with hearing loss.

Taken together, the findings of this study support a unified theoretical account of morphosyntax weakness in CHL in which both tense and duration of morphemes play a role in morphosyntax production accuracy, with a more robust role for tense than duration.