Objective To explore whether there is any difference in receptive and expressive vocabulary growth between hearing-impairmend children with high education family and children with low education family after early intervention and familycentered rehabilitation. Methods A prospective control study was carried out to evaluate the receptive and expressive vocabulary growth of infants（≤6months） with sensoryneural hearing loss 1

3

6

12

18 and 24 months after intervention and family-centered rehabilitation. Simplify Short Form-Mandarin Communicative Development Inventory（SSF-MCDI） was used to evaluate language development. Results After the intervention 1

3

6

12

18

24 months

P was 1.000

0.390

0.020

0.160

0.250

1.000

respectively between the low education and the high education group among fathers in receptive vocabulary growth. After the intervention 1

3

6

12

18

24months

P was 0.400

0.180

0.080

0.110

0.320

0.330

respectively between the low education and the high education group among mothers in receptive vocabulary growth. After the intervention 3

6

12

18

24months

P was 0.060

0.030

0.390

0.140

0.080

respectively between the low education and the high education group among fathers in expressive vocabulary growth. After the intervention 3

6

12

18

24months

P was 0.480

0.180

0.120

0.330

0.030

respectively between the low education and the high education group among mothers in expressive vocabulary growth. Conclusion This study found that if infants were able to receive early hearing intervention and family-centered rehabilitation before 6 months

there was no difference in the growth of receptive and expressive vcabulary between the high education group and the low education group before the age of 3years.