Comparison of Reading Development in Children with Hearing Impairment Using Hearing Aids and Cochlear Implant

Ifra Sohail, Tanzila Nabeel


This study aimed to compare the reading development of hearing aid and cochlear implant users, trained through a phonological awareness intervention program. The design of the study was experimental. The participants of the study comprised 40 randomly selected hearing impaired children with a profound degree of hearing loss using hearing aids and cochlear implants and studying in special education centers of Lahore, Pakistan. The chronological age of the sample extended from 5-7 years, having a hearing age and therapy experience of three years. These children were selected through the use of phonological awareness skill assessment screening tool (PASA). The selected group of students was further divided into control and experimental groups and assessed by reading assessment tool as pre-test. The children of the experimental group were treated through computer-based phonological awareness instructions. Reading assessment (RAT) was used after the intervention as post-test. It was found out that the reading abilities of the treated group of hearing-impaired children significantly improved as compared to the control group. No significant difference in reading abilities and hearing aid and cochlear implant users was noticed, therefore signifying an equal benefit of the program for both groups of children using different amplification systems i.e. hearing aid and cochlear implants.

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