Cejas I, et al. - In children with cochlear implants (CIs) and typical hearing peers, experts made longitudinal comparisons of intelligence quotient (IQ) from early in development to the school-age period; they also evaluated children with additional comorbidities and CIs. The effect of socioeconomic status and oral language on school-age cognitive performance was also assessed. On measures of intelligence, comparable performance was seen among children using cochlear implants and hearing peers, but the risk for cognitive deficits was seen in those with severe comorbidities. Socioeconomic status and intelligence were strongly related, but this relationship was not significant once spoken language performance was accounted for. Early intervention programs focusing on language and parent training offered valuable contributions to cognitive functioning in school-age children with CIs. These early intervention programs are vital for improvements in overall functioning for families from economically disadvantaged backgrounds or who are otherwise at-risk for suboptimal outcomes.