Language Development in Profoundly Deaf Children with Cochlear Implants
By M. Svirsky, A. Robbins, K. Kirk, D. Pisoni, R. Miyamoto. Psychology Science, 2000
654 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Sensory Systems
View Paper: https://www.semanticscholar.org/paper/fb9178f91f7b6feea12133625a14f1b125b8ca1e
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
In Developmental and Educational Psychology
- Rachel I. Mayberry
- S. Goldin‐Meadow
- Martha W. Alibali
- Autumn B. Hostetter
- Sotaro Kita
- Roel M. Willems
- Joel Krueger
Citations in the corpus
- Spoken Language Development in Children Following Cochlear Implantation (2010, positive): “The parameters for the calculation were adopted from reported RDLS scores of children undergoing cochlear implantation.(14,18,22) Baseline demographic, socioeconomic, and medical history factors were characterized as means and standard deviations for continuous variables and as frequency distributio”
- Language Skills of Children with Early Cochlear Implantation (2003, background): “have the same language skills as their peers who use TC, children who use OC typically have more intelligible speech and higher levels of speech perception and are thus better oral communicators (Svirsky et al., 2000). Spoken language appears to be an important outcome, even for children enrolled in”
- How Do Profoundly Deaf Children Learn to Read? (2001, background): “However, the data are much less clear for prelingually deaf children who must learn spoken language through the device (Owens & Kessler, 1989; Svirsky, Robbins, Kirk, Pisoni, & Miyamoto, 2000 ).”