Group of CID preschool children pose with their teacher on a sunny fall day


Since its founding in 1914, CID has demonstrated that, regardless of how severe their hearing impairment, children can learn to speak and understand the speech of others with the help of a high quality education. Today, early intervention, cochlear implants and digital hearing aids, combined with targeted listening and spoken language educational techniques, are enabling many more children to succeed.

Starting as early as possible, and if possible at birth, CID begins to prepare children to attend their own local kindergartens and elementary schools. CID parent educators, teachers and audiologists help them gain the best possible benefit from today’s rapidly changing technologies. Through regular visits and teleintervention sessions, we help families bring listening and spoken language to their babies and toddlers at home. And we offer a language-rich, assessment-based educational program individualized to help every child achieve success.

Language and reading are the foundation of academic success. At CID, we start early to foster children’s emerging literacy skills.

At CID, pre-literacy activities are introduced at age 2 and 3. Daily reading instruction starts by age 5. Teachers build skills in phonemic awareness, alphabet knowledge, print awareness, comprehension, story sequence along with enthusiasm for reading.


Hearing impairment affects language development. Language deficits affect the development of reading ability. Thus, the task of reading is often a challenge for a child who is deaf or hard of hearing.

Literacy may be the most important skill for children with hearing loss as it provides the foundation for academic success. Teachers in the CID pre-k/kindergarten use best practices from general education and from listening and spoken language deaf education to foster the development of emerging literacy skills. These include vocabulary, phonological awareness, phonics and oral comprehension skills.

Reading and literature are incorporated into the children’s language arts period. The focus is on comprehension, skills instruction and high-quality children’s literature. Literature helps stimulate language comprehension, listening ability, literacy and cultural awareness. Selections of fiction and nonfiction provide exposure to fables, folk tales, adventures stories, fantasy, science fiction, biography and more.

CID teachers read to the children regularly and model thought processes behind reading as well as enthusiasm and excitement for reading. They encourage parents to do the same. We also have exciting, language-rich learning activities and storytellers and guests related to children’s literature. We have a great children’s library. We have reading incentive programs and offer books to loan, books to buy, books for school and books for home.

CID kids select reading as a free time activity both at home and at school. Their parents tell us how the program has increased their child’s interest in reading and has increased the quantity of time their child spends reading.