Complex Language Use in Children With Hearing Loss: A Scoping Review

Abstract

Purpose: Understanding what is known about the language profiles of children with hearing loss (CHL) is vital so that researchers and teachers can identify the specific complex syntactic structures that CHL may struggle to master. An understanding of which aspects of complex syntax pose difficulties for CHL is necessary to inform the kind of intervention that will facilitate learning complex syntax for this cohort of children. This scoping review aims to identify what is currently known about the complex syntax use of CHL who communicate through spoken language, and uncover gaps in the literature to guide further research. Method: Ascoping review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines. The Covidence software was utilized to manage the initial and full-text screening process for the search. Results: From a total of 304 studies, 42 studies were identified that met the eligibility criteria. The review highlights the use of broad-based language assessments and limited use of specific descriptions of the types of complex syntactic structures and skills. Conclusions: Findings highlight the need for assessment protocols and analysis methods that better support the description of complex syntax profiles for CHL. School-age CHL continue to display challenges with complex syntax development. The review highlighted the need for further research to improve understanding of the complex syntax strengths and vulnerabilities of CHL. Further investigation is needed to better understand their ability to combine ideas and build complexity in their language use, which in turn can inform teaching in schools and interventions for children who require support. Supplemental Material: https://doi.org/10.23641/asha.21980177

Die N400-Komponente im EEG als Marker für Spracherwerb und Wortverarbeitung nach CI-Versorgung

“…Auch im kindlichen Spracherwerb zeigt sich eine erhöhte Vulnerabilität syntaktischer Informationsverarbeitung im Vergleich zu semantischer Informationsverarbeitung. Dies ist auch insbesondere für hörgeschädigte Kinder beschrieben worden [17] und konnte auch für den Zweitspracherwerb bei erwachsenen Normalhörenden [18] gezeigt werden.…”