We have received funding from the NIH! We will be contacting families with children currently in 6th, 8th, and 9th grade to schedule you for testing. The camp calendar is now available--just click to see what dates still have slots open!
delighted and encouraged when we think about the loyalty
all of you have shown for this research project. Your
continued participation has made it one of the longest
ongoing studies of children with hearing loss to date. We
have been able to collect a great deal of data, allowing us
to gather insights that should shape the kind of intervention
children with hearing loss obtain in the future.
Those of you who have children with normal hearing
deserve special notice. We are fond of telling colleagues
that this is not only one of the longest ongoing studies of
children with hearing loss, but it is one of the longest
ongoing studies of language acquisition - period! We have
learned so much about how language and literacy develop
typically, and the web of relationships among the various
skills clustered under that language and literacy heading.
Through early diagnosis, appropriate listening aids, and
timely intervention, most children can acquire the spoken
language skills they will need to succeed later in school
and participate fully in society. But professionals disagree
about what constitutes the "best" method of helping
children acquire spoken language. That's why the National
Institutes of Health - National Institute on Deafness and
Other Communication Disorders (NIH-NIDCD) decided to
support research on outcomes for infants and toddlers
diagnosed with permanent hearing loss.
"Ongoing research needs to be conducted so that we can
match the child to the methodology sooner. At the
present time it is more trial and error."
David Luterman November 16, 2004 The ASHA Leader
Dr. Susan Nittrouer, herself the parent of a child with
hearing loss, is overseeing a grant funded by the
NIH-NIDCD to study outcomes. The previous grant was titled Early
Development of Children with Hearing Loss (EDCHL) and the current grant is titled Spoken Language in Adolescents with Hearing Loss (SLAHL).
Nittrouer, S., & Caldwell-Tarr, A., (2016). Language and
literacy skills in children with cochlear implants: Past and
present findings. In Pediatric Cochlear Implantation: Learning and the Brain. N. Young and K. Iler Kirk (eds.), Springer (New York).
Nittrouer, S. (2016). Integrated Language Intervention for
Children with Hearing Loss. In Pediatric Cochlear Implantation: Learning and the Brain. N. Young and K. Iler Kirk (eds.), Springer
(New York.) pdf
Nittrouer, S., Lowenstein, J. H., & Holloman, C. (2016). Early predictors of phonological and morphosyntactic skills in second graders with cochlear implants.
Res. Dev. Disabil. 55, 143-160. DOI: http://dx.doi.org/10.1016/j.ridd.2016.03.020 pdf
Nittrouer, S. (2016). Beyond early intervention: Supporting children with CIs through elementary school.
Otol. Neurotol. 37, e43-e49. DOI: 10.1097/MAO.0000000000000906 pdf
Moberly, A. C., Lowenstein, J. H., & Nittrouer, S. (2016). Early bimodal stimulation benefits language acquisition for children with cochlear implants.
Otol. Neurotol. 37, 24-30. DOI: 10.1097/MAO.0000000000000871 pdf
Moberly, A. C., Lowenstein, J. H., & Nittrouer, S. (2016). Word recognition variability with cochlear implants; “Perceptual attention” versus “auditory sensitivity”. Ear. Hear. 37, 14-26. DOI: 10.1097/AUD.0000000000000204 pdf
Nittrouer, S., Kuess, J., & Lowenstein, J. H. (2015). Speech
perception of sine-wave signals by children with cochlear
implants. J. Acoust. Soc. Am. 137, 2811-2822. DOI:
Nittrouer, S. & Lowenstein, J. H. (2015). Weighting of acoustic
cues to a manner distinction by children with and without
hearing loss. J. Speech Lang. Hear. Res. 58, 1077-1092. doi:
Nittrouer, S., Caldwell-Tarr, A., Sansom, E., Twersky, J. &
Lowenstein, J.H. (2014). Nonword repetition in children with
cochlear implants: A potential clinical marker of poor language
acquisition. Am J Speech Lang Pathol 23, 679-695. doi:
Nittrouer, S., Caldwell-Tarr, A., Moberly, A.C., & Lowenstein,
J.H. (2014). Perceptual weighting strategies of children with
cochlear implants and normal hearing. J Comm Disord 52, 111-133. doi:
Nittrouer, S., Sansom, E., Low, K., Rice, C., & Caldwell-Tarr, A.,
(2014). Language Structures Used by Kindergartners with
Cochlear Implants: Relationship to Phonological Awareness,
Lexical Knowledge and Hearing Loss. Ear& Hearing, 35,506-518 pdf
McGowan, R. W., McGowen, R. S., Denny, M., & Nittrouer, S.,
(2014). A Longitudinal Study of Very Young Children's Vowel
Production Speech Lang Hear Res, 57, 1-15. pdf
Moberly, A. C., Welling, D. B., & Nittrouer, S. (2013). Detecting
Soft Failures in Pediatric Cochlear Implants: Relating Behavior
to Language Outcomes. Otology & Neurotology 34,
Nittrouer, S., Caldwell-Tarr, A., & Lowenstein, J.H. (2013).
Working memory in children with cochlear implants: Problems
are in storage, not processing. Int. J. Pediatr. Otorhi. 77,
Nittrouer, S., Caldwell-Tarr, A., Tarr, E., Lowenstein, J.H., Rice,
C., & Moberly, A.C. (2013). Improving speech-in-noise
recognition for children with hearing loss: Potential effects of
language abilities, binaural summation, and head shadow.Int J
Audiol 52, 513-525 pdf
Caldwell, A. & Nittrouer, S. (2013). Speech perception in noise
by children with cochlear implants. J. Speech Lang. Hear.
Res.56, 13-30 pdf
Nittrouer, S., Caldwell, A. & Holloman, C.(2012). Measuring
what matters: Effectively predicting language and literacy in
children with cochlear implants. Int. J. Pediatr. Otorhi. 76 (8),
Nittrouer, S., Caldwell, A., Lowenstein, J., Tarr, E. & Holloman,
C.(2012). Emergent literacy in kindergartners with cochlear
implants. Ear & Hearing 33 (6), 683-697. pdf
Nittrouer, S. & Chapman, C.(2009). The Effects of Bilateral
Electric and Bimodal Electric-Acoustic Stimulation on
Language Development. Trends in Amplif. 13 (3), 190-205.
McGowan, R., Nittrouer, S. & Chenausky, K.(2008). Speech
Production in 12-Month-Old Children With and Without Hearing
Loss. J. Speech Lang. Hear. Res. 51., 879-888. pdf