2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
3/11/2025 | 11:30 AM - 12:00 PM | Impact of pandemic on 3rd grade reading levels for children who are deaf/hard of hearing: Is EI by 6 months protective? | 320
Impact of pandemic on 3rd grade reading levels for children who are deaf/hard of hearing: Is EI by 6 months protective?
Research indicates that spring 2020 school closures due to COVID-19 significantly delayed reading development of younger students, especially 2nd and 3rd graders. The current objectives were to a) evaluate the impact of the pandemic on reading among deaf/hard of hearing (DHH) 3rd graders and b) evaluate whether this differed by early intervention enrollment age.
This study analyzed data from three state agencies on reading proficiency for infants with permanent hearing loss born between 2008 and 2014. Ohio 3rd graders’ reading proficiency was measured through standardized tests, categorizing skills as limited, basic, proficient, accomplished, advanced skills. The pre-pandemic period covered 2016-2019, while the pandemic period included 2020-2021. Logistic regression assessed the pandemic’s impact on reading levels in children who enrolled in EI earlier (<6 months) and later (>6 months), accounting for confounders (hearing levels, disability status, insurance, maternal education). Among 1262 DHH children in EI, 417 were 3rd graders with 104 enrolled early in EI. During the pandemic, 52% of DHH students were in 3rd grade.
Among DHH 3rd graders, reading proficiency dropped from 60% before the pandemic to 43% during the pandemic. The percentage of children with limited reading skills increased from 21.1% pre-pandemic to 33.3% post-pandemic for earlier EI (a 58% rise). For later EI, this proportion rose from 23.1% before the pandemic to 48.9% after it (a 112% increase). After controlling for confounders, earlier EI children were twice as likely (OR 2.0, 95%CI 1.07, 3.88) to have limited reading skills post-pandemic compared to pre-pandemic (similar to all Ohio 3rd graders). Later EI children were four times as likely (OR4.4, 95%CI2.08, 9.35).
The pandemic negatively impacted reading skills of DHH 3rd graders. Initiating EI by 6 months might mitigate these effects, providing a stronger educational foundation and helping DHH children stay on track academically.
- Recognize the impact that the COVID-19 pandemic has had on reading outcomes for children who are DHH
- Evaluate the role of early intervention by 6 months of age in mitigating the negative impacts of the COVID-19 pandemic on reading proficiency among children who are DHH
- Recognize the importance of data linkage to support understanding of longer-term outcomes for children who are DHH served in early intervention
Presentation:
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Handouts:
3545975_18198SusanWiley.pdf
Transcripts:
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Presenters/Authors
Jareen Meinzen-Derr
(Primary Presenter), Cincinnati Children's Hospital Medical Center, jareen.meinzen-derr@cchmc.org;
Dr. Meinzen-Derr is quantitative epidemiologist at the Cincinnati Children's Hospital Medical Center. She has focused her research on outcomes of children who are deaf or hard of hearing, and specifically those who have additional developmental disabilities.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Cincinnati Children's Hospital Medical Center.
Nature: coooperative agreements with the CDC and grants from the NIH.
Nonfinancial -
No relevant nonfinancial relationship exists.
Susan Wiley
(Co-Author), Cincinnati Children's Hospital Medical Center, susan.wiley@cchmc.org;
Dr. Susan Wiley is a developmental pediatrician with extensive expertise in children who are deaf/hard of hearing. She has many years of experience serving children with multiple disabilities. Dr Wiley provides leadership and guidance to the National American Academy of Pediatrics, the Ohio Department of Health Early Hearing Detection and Intervention Program, the Ohio Center for Deaf-Blind Education, and the Outreach Center for Deafness and Blindness in the Ohio Center for Low Incidence.
ASHA DISCLOSURE:
Financial -
• Receives Grants for Other activities from NIH.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with .
Nature: Funding by NIH for grant.
Nonfinancial -
No relevant nonfinancial relationship exists.
Elodie Betances
(Co-Author), Cincinnati Children's Hospital Medical Center, elodie.betances@cchmc.org;
Dr. Betances is a pediatrician and a clinical fellow of developmental and behavioral pediatrics at Cincinnati Children's Hospital Medical Center
ASHA DISCLOSURE:
Financial -
Nonfinancial -
AAA DISCLOSURE:
Financial -
Nonfinancial -