A recent study highlights the significant role socioeconomic status (SES) plays in the speech development of deaf children with cochlear implants. Conducted by researchers at Ann & Robert H. Lurie Children’s Hospital of Chicago, the study found that 85 percent of commercially insured children with cochlear implants primarily used spoken language, compared to only 33 percent of those eligible for Medicaid. These findings were published in the journal Laryngoscope.
“Our study shows that socioeconomic status also is a very important influence on spoken language after implantation,” said Dr. Nancy M. Young, lead author and Medical Director of Audiology and Cochlear Implant Programs at Lurie Children’s Hospital. Dr. Young emphasized that while early implantation is beneficial for children with severe hearing loss, SES significantly affects language and literacy outcomes.
Impact of Socioeconomic Status
The study’s results underscore the broader implications of SES on language development, a factor already well-documented in hearing children. For children with cochlear implants, the disparity in language outcomes based on SES suggests a need for targeted interventions. Dr. Young noted that socioeconomic factors can influence access to resources, parental involvement, and educational opportunities, all of which contribute to language acquisition.
According to Dr. Young, “Socioeconomic status affects language and literacy in hearing children, so it’s not surprising that it is also a major factor for children with cochlear implants.” This statement aligns with existing research indicating that children from lower SES backgrounds often face additional challenges in educational settings.
Language and Bilingualism
The study also explored the influence of family language on speech development, examining whether speaking English only, bilingual English/Spanish, or Spanish only affected outcomes. Interestingly, family language did not significantly impact the primary use of speech among implanted children. Dr. Young pointed out that bilingualism, once considered a barrier, is no longer viewed negatively in language development.
“Implant programs should not view family language other than English as a negative factor,” Dr. Young stated. However, she acknowledged that families speaking languages other than English often have lower SES, necessitating tailored language therapy that encourages parental engagement.
Research and Future Directions
The study analyzed medical records of 176 children who received cochlear implants before age three, with an average follow-up age of 5.8 years. Dr. Young called for further research to develop effective interventions for children from low SES backgrounds, emphasizing the potential of parent coaching in multimodal communication strategies.
“More research is needed on how to best intervene to improve language outcomes in children from low socioeconomic backgrounds,”
Dr. Young stated. She highlighted the need to explore virtual coaching methods and their effectiveness in diverse socioeconomic settings.
This research was supported by the Lillian S. Wells Foundation and the National Institute on Deafness and Other Communication Disorders. Dr. Young holds the Lillian S. Wells Professorship in Pediatric Otolaryngology, underscoring her expertise and leadership in the field.
Institutional Context and Impact
Lurie Children’s Cochlear Implant Program, one of the largest globally, has performed over 2,000 procedures since 1991. The hospital, a nonprofit organization, is dedicated to providing exceptional care and advancing pediatric medicine through research and education. As the pediatric training ground for Northwestern University Feinberg School of Medicine, Lurie Children’s is a leader in child health innovation.
Ranked among the nation’s top children’s hospitals by U.S. News & World Report, Lurie Children’s commitment to research and education is reflected in its affiliation with the Stanley Manne Children’s Research Institute. The institute focuses on improving child health and transforming pediatric medicine through relentless pursuit of knowledge.
As this study highlights, addressing socioeconomic disparities is crucial in ensuring equitable language development outcomes for children with cochlear implants. Future research and targeted interventions may pave the way for improved support and resources for families from diverse socioeconomic backgrounds.
