Phonological awareness and its relation to the recognition of the written word for the hearing impaired

Abstract

Hearing impairment is one of the obstacles that lead to delayed growth in the child, especially at the level of linguistic and cognitive development and academic, which is a barrier to the child in the acquisition of language knowledge and treatment on the cognitive side of all stages of the child from birth to school, And with the development of technology and the emergence of technologies directed to this category, such as cochlear implantation and hearing aids, the emergence of a new approach and educational approach, which is the total integration of this class in the regular schools in special sections with the provision of all conditions of assistance and multiple care (psychotherapy, psychological and educational), And among the most important activities It is the activity of reading which is a basic activity and skills of learning in the school. These skills require the integration of a range of processes that guarantee their success. The most important of these is the phonological awareness, which is considered the other activity that is not acquired or weak in this category. The present study is a comparative study between cochlear implants and the hearing impaired to detect the level of phonological awareness in the deaf students who are integrated into the normal school after processing, whether by cochlear implants or auditory subspecies, They are subject to ensure and acquire experiences with ordinary school, whether linguistic, psychological or educational and its role in improving the identification of the written word in the activity of reading experiences. Data collection was based on the test of the adaptive phonological awareness by researcher Azdow Shafika. In order to identify the written word, the sub-test (word recognition) was applied to the battery of assessment of cognitive, auditory, verbal and adaptive abilities by the researcher Bouspta Amina.