Executive functions, reading comprehension and children with cochlear implant: A scoping review

ABSTRACT

Executive functions have both direct and indirect effects on reading comprehension. Previous studies have shown that people with hearing loss (HL) perform poorly on executive functions and reading comprehension tasks. This scoping review explored the current state of the literature relating executive function and reading comprehension in children and adolescents with cochlear implants. Searches were carried out in five databases to identify empirical studies related to executive functions, reading comprehension, and children and/or adolescents with cochlear implants. All results were analysed by peer-reviewers. A systematic search only found four studies in the field. We carried out our narrative review of these papers, with a focus on the mediating role of oral language on the relationship between executive functions and reading comprehension.

KEYWORDS:

• Executive function
• reading comprehension
• cochlear implant
• hearing loss
• students
• scoping review
• working memory
• inhibition
• shifting

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This work was supported by the European Regional Development Fund (FEDER, acronym in Spanish) and the Ministry of Economy, Knowledge, Business and University of the Junta de Andalucía, within the FEDER Operational Program 2014–2020 (US-1264792). This study was also conducted as a part of the Early Language Development in the Digital Age (e-LADDA) network. This project has received funding from the European Union's Horizon 2020 research and innovation program under the Marie Skodowska-Curie grant agreement No 857897.