Abstract
In this study, it is aimed to compare the early literacy skills of children with cochlear implants with 60-72 months of preschool and / or special education to the results of children with normal hearing. For this purpose, the following questions were sought. In this study, “Demographic Form” containing the general information of volunteer families and children was included in the study and Early Literacy Test-EROT was applied to evaluate the early literacy skills of children. As a result, word knowledge between two groups, receptive and expressive language, general naming, knowledge of function scores were statistically different; in the phonological awareness sub-tests, the difference between separating the word into syllable, combining syllables, eliminating the first sound of words results with cochlear implants were statistically significant between two groups. However, there was no statistically significant difference between groups in terms of rhyme awareness, matching the first sound of words, matching the last sound of words, separating the sentence into words, eliminating the last voice of words and total phonological awareness scores; moreover, it was found that CI users had lower scores in the knowledge of letter, listening comprehension subtests and EROT total scores, and the difference between the groups was significant.
Highlights
One of the goals of the education of hearing-impaired children is to develop language skills and verbal /auditory communication skills according to their chronological age
In this study, word knowledge between two groups, receptive and expressive language, general naming, knowledge of function scores were statistically different; in the phonological awareness sub-tests, the difference between separating the word into syllable, combining syllables, eliminating the first sound of words results with cochlear implants were statistically significant between two groups
There was no statistically significant difference between groups in terms of rhyme awareness, matching the first sound of words, matching the last sound of words, separating the sentence into words, eliminating the last voice of words and total phonological awareness scores; it was found that cochlear implant (CI) users had lower scores in the knowledge of letter, listening comprehension subtests and EROT total scores, and the difference between the groups was significant
Summary
One of the goals of the education of hearing-impaired children is to develop language skills and verbal /auditory communication skills according to their chronological age. Children with deaf and hard of hearing are in the risk group in terms of serious language difficulties in early stages and literacy difficulties in the school period. In parallel with the developments in new born hearing screening programs, hearing aids and cochlear implantation technology, positive predictions have begun to be made for children with deaf and hard of hearing. It has been reported that many of these children are detected by new born screening and that speech perception and language skills increase due to advances such as: Cochlear implant technology, early diagnosis and very early education (Geers, Nicholas, & Sedey, 2003)
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