Language Development and Psycholinguistic Abilities in Sensorineural Hearing Loss Children using Cochlear Implants and Hearing Aids

Document Type : Original Article

Authors

1 Phoniatrics unit, ENT Department, Faculty of Medicine, Minia University, Minia, Egypt

2 Audio-vestibular unit, ENT Department, Faculty of Medicine, Minia University, Minia, Egypt

Abstract

Background: Young children with restricted oral language abilities may struggle with phonological awareness exercises, resulting in subsequent difficulties in reading proficiency throughout their school years. This work aimed to assess outcomes and factors affecting language development and psycholinguistic abilities in sensorineural hearing loss (SNHL) children who were rehabilitated by cochlear implant (CI) and SNHL children using hearing aids (HA). Methods: This observational-analytic-cross-sectional work with selected randomized sample had been conducted on 100 children aging from 5 to 10 years old, both sexes, with scores of intelligence quotient (IQ) assessment is 80 or above, participants had been allocated into two groups equally: Group A: SNHL children who were rehabilitated by CI for more than 3 years and group B: SNHL children using HA > 3 years duration. The two groups participated in regular individual therapeutic language sessions, consisting of two sessions per week, each lasting 30 minutes, for a duration of two years. Results: Active vocabulary was highly significant different between both groups(P<0.05). Age of child at word utterance, row receptive, comprehension of sentences, understanding of verbal instructions, verbal categorization receptive1 (VCR1), VCR2, row expressive (RE), morphosyntax, expressive vocabulary, phrase repetition, verbal categorization expressive2 (VCE2) and total score of language were highly significant different between both groups (P<0.05). Aided SRT dB, Receptive vocabulary (RV) and VCE1 were had been significantly varied among both groups (P<0.05). a highly significant positive association between aided sound reception threshold decibel and (right and left degree of hearing loss) in HA group, and between total language score and total psycholinguistic age in both groups (P<0.05).  Conclusions: Children with HL using CI or HA as early as possible to prevent defects in language, reading and academic achievement.

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