Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation.

Boons et al. (2013) looked at language in deaf children who got cochlear implants early. They tested vocabulary, grammar, and story-telling in kids aged 8-11 years.

The team used story tasks and grammar tests to see who had caught up to hearing peers.

Only half the children reached age-level language. Most still struggled with word endings, sentence rules, and telling a clear story.

Early implant helped, but gaps stayed in small grammar pieces and story structure.

Chen et al. (2017) seems to disagree. They saw toddlers implanted before age three zoom to normal vocabulary within one year. The gap closes because they tested much younger kids; the catch-up fades by school age.

Meinzen-Derr et al. (2011) also looks contrary. They found big language delays when implant is paired with other disabilities. Tinne’s mixed results make sense once you split out kids with extra risk factors.

Nittrouer et al. (2016) backs Tinne. They tracked the same children back to second grade and already saw short sentences and weak word endings. The grammar lag is early and steady.

Soltaninejad et al. (2021) offers hope. A short grammar game lifted both grammar and vocabulary for preschoolers with implants. Targeted drills can shrink the very gaps Tinne spotted.

Do not assume ‘early implant equals job done.’ Keep grammar and narrative goals on the IEP even for ‘catch-up’ kids. Add quick grammar warm-ups before vocabulary tasks; they boost both skills. Watch for extra disabilities that magnify delay and plan more intensive teaching for those learners.