Comparing between intelligibility of oral reading and narrative speech of school age hearing impaired childre

Language is one of humans'' unique features and a product of one’s mind. We can categorize language into understanding language and expressive language. Expressive language includes speaking and writing. Also، reading and writing are two important language processes which have effective roles in communication as well as general knowledge. The key for success in social reading and writing skills are reading and writing functions. Individuals who have become hearing impaired from birth or later in life، or children during their first five years of life who haven’t acquired these skills، have developed this problem. In this study، we want to understand how hearing impaired individuals can read. Moreover، we aim to identify the characteristics of children who have profound hearing loss but ultimately learn to read successfully. This study is a descriptive and analytical study of 31 pairs of elementary school children، as available، with moderate to severe hearing loss. Initially، the children’s voices were recorded as they read 25 random sentences، then the recording was played، and the listeners wrote down what they heard. After 25 days had passed the same 25 sentences were recorded and analyzed by the same listeners. The obtained data was disclosed in each child’s file. Finally، the data was analyzed and studied for calculation of average and standard deviations as well as a comparison of reading and writing skills. The results showed significant differences between achieved scores in environments with or without noise. According to the data obtained، the children reading the sentences for the repeated trial showed better intelligibility than reading the sentences for the first time.