Just when you think it is all over, life gives you another chance! Some colleagues at other universities have been in touch with us to say they think we should gather data from your children as they are entering the adult world, meaning at 18 or 19 years of age. They believe there would be value in being able to connect the dots between what we know about your children’s development so far, with how they are doing as they leave high school. Please let us know if you are willing to come visit us one more time, most likely in the summers between 2021 and 2023.
Please click here for more details and our contact information!
The past three summers were amazing! We tested over 70 children who finished 6th, 8th, or 9th grade in 2017, 48 children who finished 8th grade in 2018, and the last 8 children who finished 8th grade in 2019. The testing facilities were a little bit different, but the participants had just as much fun!
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."
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).
Dr. Nittrouer and SLAHL staff celebrating a successful year!
Nittrouer, S., Lowenstein, J. H., & Antonelli, J. (2020). Parental language input to children with hearing loss: Does it matter in the end?. J. Speech Lang. Hear. Res. 63, 234-258. DOI: 10.1044/2019_JSLHR-19-00123 pdf
Nittrouer, S., Muir, M., Tietgens, K., Moberly, A. C., & Lowenstein, J. H. (2018). Development of phonological, lexical, and syntactic abilities in children with cochlear implants across the elementary grades. J. Speech Lang. Hear. Res. 61, 2561-2577. DOI: 10.1044/2018_JSLHR-H-18-0047 pdf
Nittrouer, S., Caldwell-Tarr, A., Low, K. E., & Lowenstein, J. H. (2017). Verbal working memory in children with cochlear implants. J. Speech Lang. Hear. Res. 60, 3342-3364. DOI: 10.1044/2017_JSLHR-H-16-0474 pdf
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: 10.1121/1.4919316. pdf
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: 10.1044/2015_JSLHR-H-14-0263 pdf
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: 10.1044/2014_AJSLP-14-0040 pdf
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: 10.1016/j.jcomdis.2014.09.003 pdf
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, 1648-1655 pdf
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, 1886-1898 pdf
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), 1148-1158 pdf
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. pdf
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