Hülya Çizmeci1, Ayça Çiprut1. 1. Department of Audiology, Marmara University School of Medicine, İstanbul, Turkey.
Abstract
OBJECTIVES: This study aims to evaluate the reading and writing abilities of students with cochlear implants and compare their results with those of their normal-hearing peers. The effect of age at implantation and duration of cochlear implant use were analyzed in relation to the subjects' reading and writing skills development. MATERIALS AND METHODS: The study included 20 students who underwent cochlear implantation and 20 students with normal hearing, who were enrolled during their 6th to 8th grades. The age of the subjects ranged between 12 and 14 years. Their reading and writing skills were evaluated by using the Written Expression Proficiency Assessment Tool and Informal Reading Inventory. RESULTS: The reading and writing skills of students with cochlear implants were significantly lower than those of their peers with normal hearing. Positive correlations were identified between the reading and writing abilities of students with cochlear implants. Moreover, both the age of implantation and the total time of cochlear implant use had no statistically significant effects on the reading and writing skills of students with implants. CONCLUSION: Early implantation has positive effects on speech and language skills development, but significant differences in the reading and writing skills of children with implants compared with those of their normal-hearing peers are observed in higher grades.
OBJECTIVES: This study aims to evaluate the reading and writing abilities of students with cochlear implants and compare their results with those of their normal-hearing peers. The effect of age at implantation and duration of cochlear implant use were analyzed in relation to the subjects' reading and writing skills development. MATERIALS AND METHODS: The study included 20 students who underwent cochlear implantation and 20 students with normal hearing, who were enrolled during their 6th to 8th grades. The age of the subjects ranged between 12 and 14 years. Their reading and writing skills were evaluated by using the Written Expression Proficiency Assessment Tool and Informal Reading Inventory. RESULTS: The reading and writing skills of students with cochlear implants were significantly lower than those of their peers with normal hearing. Positive correlations were identified between the reading and writing abilities of students with cochlear implants. Moreover, both the age of implantation and the total time of cochlear implant use had no statistically significant effects on the reading and writing skills of students with implants. CONCLUSION: Early implantation has positive effects on speech and language skills development, but significant differences in the reading and writing skills of children with implants compared with those of their normal-hearing peers are observed in higher grades.