Abstract
Purpose The purpose of this forum is to provide an update on reading outcomes in preschool- and school-age children with hearing loss and to provide guidance on intervention strategies to improve reading skills. Conclusions Preschool- and school-age children with hearing loss may show deficits in various reading and reading-related skills depending on their age, duration of deafness, severity of hearing loss, age at which they were fitted with hearing technologies, speech recognition skills, communication mode, and quality of intervention. Several linguistic and cognitive factors also are associated with reading outcomes. Thus, intervention programs must be multicomponent in nature and designed to fit the unique needs of each child.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
