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Memory plays a profound role in explaining language development, academic learning, and learning disabilities. Even though there is a large body of research on language development, literacy skills, other academic skills, and intellectual characteristics of children with hearing loss, there is no holistic study on their memory processes. Accordingly, the aim of this study is to examine memory-related research on children with hearing loss (CHL). In order to distill methodological and topical trends of those studies so as to unfold relevant research needs. In this research, content analysis method was used to analyze 25 quantitative-empirical studies on memory of children below 18 years. Majority of the research studies grouped normal-hearing children as the norm group. Participants with hearing loss were quite heterogeneous in nature. Causal-comparative and correlational designs were jointly used most frequently as the research model, and assessment was based on multi-measure paradigms. Noteworthy popular topical trends include memory of children using verbal language and cochlear implants; the relation of memory to language development and literacy skills, temporary memory processes, and memory of children attending inclusive classes. A significant conclusion of the current study is that topical trends filtered from the international literature indicate the research need of our country. Furthermore, results of the analysis revealed that taking memory processes into account, especially during the assessment of hard-of-hearing children may contribute drastically to the holistic nature of assessment.   Key words: Hearing loss, children with hearing loss, deaf children, cognition, memory, memory-associated processes, content analysis.

Content analysis of memory and memory-related research studies on children with hearing loss