Abstract
Cognitive ability, or Intelligence Quotient (IQ), has long been shown to have a significant effect on language development in preschool children with hearing loss. IQ has been reported to be the strongest predictor of language outcomes for children under 5 years of age with hearing loss (Mayne et al., 2000). Non-verbal cognitive ability continues to have a sustained effect on language development, literacy and academic outcomes throughout childhood (Geers et al., 2008). There is a need for a greater understanding of factors affecting speech perception and language development, and the most effective methods of improving language outcomes to enhance the educational and career prospects of children with hearing loss. The aims of this study were to examine:
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