Research & Clinical Studies
Learn more about cochlear implant
technology, research and clinical studies
At Cochlear, we are committed to improving the lives of people with hearing loss through science and innovation. We make a large investment in research and development to improve our technologies. As part of the unique hearing precinct at Macquarie University, we work with thousands of hearing related professionals on research, clinical development, manufacturing, and rehabilitation. Our research teams collaborate with top hearing professionals and have more than 100 active research partners in 20 different countries to continuously innovate and provide breakthroughs to those with hearing loss. We are involved in regulated clinical trials and advanced clinical studies designed to improve hearing health Current study topics include expanding indications, input processing, and hearing preservation, among others.
Here you will find a summary of the current clinical studies by our clinical partners in the United States and Canada. You should contact your audiologist and physician to discuss your participation in a clinical study. Each study has specific requirements for participation. Participants must be informed of risks and benefits of participation in a study.
This section lists clinical studies at clinics across the United States and Canada that are not sponsored by Cochlear. If you are a professional interested in posting your research on Cochlear’s website please click here for an editable pdf request form.
Contributions of Phonological Processing to Reading and Spelling Achievement in School-Age Children with Cochlear Implants
Researchers at the University of South Carolina seek to enroll students in grades 3 - 6 who utilize cochlear implants. This IRB-approved study is actively enrolling subjects and is funded by the American Speech-Language-Hearing Foundation.
Despite advances in amplification technology (e.g., cochlear implants), many children with hearing loss continue to exhibit poor literacy achievement compared to their same-age peers with normal hearing. Although more than 40 years of research has confirmed the linguistic basis of literacy, there is little discussion in the literature about the linguistic mechanisms that contribute to such deviant performance for children with hearing loss. Phonological processing is one important predictor of later reading and spelling for children with normal hearing, and an increasing body of research confirms that phonological processing also predicts literacy outcomes for children with hearing loss. Phonological processing broadly refers to three component skills: phonological awareness, phonological memory, and phonological recoding. Research to date has not evaluated the differing contributions of the component skills of phonological processing to reading and spelling for children with hearing loss. To develop effective literacy interventions, it is vital to understand the role that each individual phonological processing component plays in literacy achievement for children with hearing loss. The specific aims of the proposed project are twofold. The first aim is to explore the relation between phonological awareness, phonological memory, and phonological recoding and reading performance of school-age children with cochlear implants. The second aim is to explore the relation between phonological awareness, phonological memory, and phonological recoding and spelling performance of school-age children with cochlear implants.
Please contact Alison Eisel Hendricks, PhD at firstname.lastname@example.org for additional details.
Principal Investigator: Krystal Werfel, PhD.
University of South Carolina Arnols School of Public Health,
Department of Communication Sciences and Disorders
1621 Greene Street Columbia, SC 29208
Indiana University study on neurocognitive development in adults and children with cochlear implants.
The DeVault Otologic Research Laboratory at Indiana University School of Medicine is currently seeking research participants between the ages of 3 and 25 with bilateral or unilateral cochlear implants to participate in a study about neurocognitive development in children and adults. Neurocognitive development refers to processes in the brain involved in memory, complex thinking, and learning. We know that cochlear implants do not provide equal benefit for all people with a profound hearing loss and we think that differences in neurocognitive development may help explain why. The information we obtain from this study will help us to identify children who may be at high risk for poor speech and language development after cochlear implantation so they can receive the most appropriate treatment and services as early as possible.
If you are interested in participating, please call or email Shirley Henning, M.S., CCC-SLP (317-278-8390); email@example.com or Bethany Colson, M.A., M.S.D.E., CCC-SLP (317-278-3469); firstname.lastname@example.org in the Department of Otolaryngology at Riley Hospital to find out more about the study. Your interest does not obligate you to participate.
For more information regarding this study, please click here.