Morphosyntactic difficulties in orally-trained children with hearing loss: Explanatory proposals and their relation to other cognitive abilities
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Language development of children with prelingual hearing loss who acquire oral language through hearing devices (CHL) often lags behind that of children with typical development. In order to design intervention and training programs aimed at enabling them to reach their maximum linguistic potential, it is crucial to identify which aspects of language present difficulties for them and what are the causes behind these difficulties. This work focuses on the morphosyntactic skills of CHL at the sentence level and their relationship with other cognitive abilities. These children often have good comprehension and production of simple canonical sentences but encounter many difficulties with complex structures, such as sentences with non-canonical word order or embedding. The aim of this work is to present a narrative review of different accounts of the morphosyntactic difficulties in CHL. Different proposals attribute these difficulties to perceptual limitations, insufficient exposure to language during the critical period for acquisition, or underdeveloped memory or sequencing skills as a consequence of insufficient exposure to sound at early ages. Although there is supporting evidence for each of these proposals, it is not consistent. Given the heterogeneity that characterizes the population of CHL, it is possible that all proposals point to relevant factors whose weight varies in CHL with different linguistic, clinical, and cognitive profiles.
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