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The purpose of this study was to document the performance of a group of children with moderately severe to severe hearing loss who use hearing aids on a range of language (speech-language, phonology and cognition) and to compare these results to children with severe to profound hearing loss, who have learned language through cochlear implants. This study involved 40 children with bilateral sensorineural hearing impairment, aged 6-18 years. Twenty children had moderately severe/severe hearing loss and used hearing aids, and 20 with severe to profound hearing loss and using cochlear implants. Communication and scholastic skills were assessed using speech recognition Tests and standardized measures of speech production, language, phonology, and cognition. In the present study, three variables: speech-language, phonology/literacy, and cognition were taken into consideration. This study suggests that there is an improvement in the development of language skills (speech-language, phonology & cognition) by using cochlear implant as an assistive device, when compared with hearing aids. Further research is required to evaluate the benefits of hearing aids and cochlear implants in children with hearing loss who are diagnosed and received intervention within the early years of life and to analyze the physiological, medical, and psychological effects on Scholastic performance in children with hearing impaired.
Published Date: 2019-07-04; Received Date: 2019-05-07