Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant

Abstract

The transition to secondary education is a sensitive period for social and academic development and also for student identity. However, there is scarce evidence of the development of reading comprehension and theory of mind in pupils with cochlear implant (CI) during the educational trajectory. The results show that pupils with CI obtain age-appropriate reading scores during the educational transition. Theory of mind development seems to be heterogeneous in CI users and be affected after the educational transition compared to their own performance in the first wave. This variability could be related to adaptation to secondary education and their individual characteristics.

Data availability statement

The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.

Notes

1 To preserve anonymity and according to World Medical Association Declaration of Helsinki, very specific details (such as in this case mother tongue) that could facilitate their recognition are not provided.

Additional information

Funding

This work was funded by the European Union-NextGenerationEU (Margarita Salas modality) awarded to Dr. MF.