A comparative study on auditory and speech systems of hearing and hearing-impaired children with cochlear implants and hearing aids

In hearing-impaired children, cochlea begins after receiving a hearing aid and prosthesis, and these children begin hearing late. Although everyday language and speech skills are improved in deaf children with the help of speech therapy, because these children enter the public education system and are trained alongside their hearing peers and encounter texts and textbooks. It is necessary to carefully examine language skills, i.e. language comprehension (listening) and expression (speaking) in deaf children with their hearing peers. In the present study, the components of spoken language (listening and speaking) in deaf children with their hearing peers were investigated. For this purpose, 39 children aged 6-8 years were compared in this study. Participants in the study included 10 children with hearing aids, 13 children with cochlear implants and 16 hearing children who were assessed using the Told-p: 3 language development tests. After the test, the collected data were analyzed by SPSS software and non-parametric Kruskal-Wallis and Human Whitney tests. The results showed that there was no significant difference in spoken language, listening and speaking between children with cochlear implants and hearing aids. But there is a significant difference between hearing children and two groups of deaf children in different aspects of spoken language. Due to the fact that spoken language is the basis of written language, deaf children who are weak in different dimensions of spoken language (listening and speaking) will also perform poorly in different dimensions of written language (reading and writing) and this It is important in the educational development of deaf children.