Parental Linguistic Input and Language Development in Children with Cochlear Implants: Focusing on Semantics, Syntax, and Discourse

Yun, Hae-na; Jeong, Yoora; Lee, Dayea; Lee, Youngmee

doi:2025.30.1.222

ORIGINAL ARTICLE

Commun Sci Disord. 2025;30(1): 222-239.
Published online March 31, 2025.
doi: https://doi.org/10.12963/csd.250089

Parental Linguistic Input and Language Development in Children with Cochlear Implants: Focusing on Semantics, Syntax, and Discourse

Hae-na Yun^a

, Yoora Jeong^a

, Dayea Lee^b

, and Youngmee Lee^a

^aDepartment of Communication Disorders, Ewha Womans University, Seoul, Korea
^bWon Psychology Development Center, Wonju, Korea

Corresponding Author: Youngmee Lee ,Tel: +82-2-3277-4603, Fax: +82-2-3277-2122, Email: youngmee@ewha.ac.kr

Received January 5, 2025 Revised: May 7, 2025 Accepted February 7, 2025

ABSTRACT

Objectives
This study examined the characteristics of parental linguistic input in children with cochlear implants (CIs) based on their language development levels. It focused on identifying semantic, syntactic, and discourse features of parental linguistic input that influence their children’s language development.
Methods
The study included 34 parent-child dyads, consisting of hearing parents and their young children with CIs aged 1-4 years. Participants were divided into two groups: language catch-up and non-catch-up groups, classified using standardized language assessments. Parent-child interactions were recorded during a 20-minute free play session, and parental linguistic input was analyzed in three dimensions: semantics (number of total words, number of different words), syntax (mean length of utterance in words, number of clauses per utterance), and discourse (mean turn length, proportion of well-timed turn).
Results
Parents of the catch-up group demonstrated higher lexical diversity and longer utterances compared to the non-catch-up group. They also exhibited significantly higher proportions of well-timed responses in discourse. Regression analysis revealed that lexical diversity and well-timed turn proportions were significant predictors of the language age of children with CIs.
Conclusion
The findings underscore the critical role of parental linguistic input, particularly in terms of lexical diversity and timely responses, in facilitating language development in children with CIs. These insights provide valuable implications for developing parent coaching programs aimed at enhancing facilitative language strategies tailored to young children with CIs.