Phonological Awareness, Language Skills, and SocialCommunication Skills Among Children with Cochlear Implants According to gender and age.

Document Type : Original Article

Authors

Mental Health Department, Faculty of education of boys, Alazhar university, Egyypt.

Abstract

The current study investigated genderdifferences in phonological awareness, language skills and social communication, among children with cochlear implants according to gender and age, Participants were 100 children with cochlear implants 40 males, 60 females, (21 males), (19 females) early childhood Their ages 5-6 years, (26 males), (34 females), middle childhood, here ages 7-9 years, who were enrolled in the Sheryan Center for Audio and Speech Rehabilitation in the Haram District,Giza Governorate. They were applied to the phonemic awareness test, language skills test, and social communication appreciation scale (prepared for The results showed that there were differences between males and females in favor of females in the following dimensions of phonemic awareness: segmentation, merger, rhyme, prefix, omission, replacement, and the total degree, while there were no differences between them in the addition dimension. There were also differences in favor of females in language skills (receptiveand expressive and total degree), and there were significant differences between males and females in favor of females in social communication (within the family -outside the family- the total degree). As for age, the results indicate that there are no differences in phonemic awareness and social communication, while there are differences in receptive language only in favor of females. As for the results of the differences between males and females in early and middle childhood, it was found that there are differences between males and females in phonemic awareness, language skills and communication socially for the benefit of females.
 

Highlights

 

 

Keywords

Full Text

 

 

References

Abu Al-Diyar,M& Al-Behairi,G & Taiba,N & Mahfuzi,A and Efrat,J. (2014). Phonological processes and reading and writing difficulties (I) 2, Kuwait: Child Evaluation and EducationCenter.
Abul-Fadl,M.A. (2013). The effectiveness of a counseling program in improving language development for hearing-impaired children, a program for children and parents, Journal of Childhood and Education, Alexandria University, 5(15), 341-436.
Al-Bashir,A& Barhouma,I. (2007). The social environment in the language of a pre-school child in the city of Amman, Damascus University Journal, 2(23), 157-191.
Al-Hawarneh,M.N. (2010). Language acquisition in children, Damascus: The Syrian General Book Organization.
Al-Hawarneh,M.N. (2012). A study of some variables associated with delayed language development among kindergarten children, "a case study", Damascus University Journal, 28(3), 71-111.
Al-Nawaisah, A & Al-Qatawneh, I. (2015).Language and cognitive development of the child. Jordan, Amman: Dar Al-Alam Al-Alam for publishing and distribution.
Al-Qaryouti,Y& Al-Sartawi,A &  and Al-Smadi,J. (2001). Introduction to Special Education, 2nd floor, Dubai - United Arab Emirates, Dar Al Qalam for Publishing and Distribution.
Barakat,S.R. (2008). Psychological counseling for people with special needs, Riyadh: Dar Al-Zahra.
Dewidar, A. (1996). The psychology of growth and development, Al-Azarita, University Knowledge House.
El-Hadary,S.A. (2016). The effectiveness of a training program to develop receptive and expressive language skills and improve self-efficacy among a sample of hearing-impaired children, Psychological Counseling Journal, AinShamsUniversity, (45) 255-300.
El-Zayat,N.M. (2016). The effectiveness of a program based on body awareness to develop verbal communication skills for children with cochlear implants, Journal of Childhood and Education,Alexandria University - Faculty of Kindergarten 8 (25), 367-474.
Hassani,I& Jalgul,A. (2018). The effect of communication method on the acquisition of active and passive vocabulary in children with cochlear implants, Journal of the Generation of Humanities and Social Sciences, Algeria (48), 9-20.
Kayrouani,Z. (2017). Revealing the level of phonological awareness through the activity of drawing for children of the preparatory department to acquire reading skill.Journal of Education Science,The Arab Foundation for Scientific Consultation and Human Resources Development 2 (60), 169-187.
Khasawneh,M.A& al-Khawaldeh,M.A and Abdullah,H.A. (2018b). Building a training program based on the theory of phonemic awareness and measuring its effectiveness in developing auditory analysis skills for students with verbal developmental synergy difficulties (Verbal Dyspraxia), Journal of the College of Basic Education for Educational and Human Sciences - University of Babylon, (41), 509-547.
Luqma,O.A. (2016). Language development in children with cochlear implants and its relationship to the resilience of their mothers.Journal of Scientific Research in Arts, 2(17), 336-377.
Mahmoud,M.A. (2013). The effect of phonological awareness training in improving phonological working memory and word recognition among children with mild mental disabilities, Journal of the College of Education for Educational, Psychological and Social Research,Faculty of Education - Al-Azhar University 6 (156), 575-611.
Mohammed,A.A. (2008). Shortage of pre-academic skills for kindergarten children and learning difficulties, 2nd floor, Cairo, Dar Al-Rashad.
Mohammed,A.A. (2015). Language development in the child and its relationship to the educational level of the mother and the gender of the child, the Libyan International Journal - College of Education in Al-Marj - University of Benghazi - Libya, (4) 1- 26.
Mohammed,A.A.(2005). The effectiveness of a training program for kindergarten children in reducing some of the negative effects of the lack of their pre-academic skills as an indicator of learning difficulties, the Third Scientific Conference(Psychological and educational development of the Arab person in light of the quality of life), Faculty of Education, Zagazig University, 1, 10-90.
Mustafa, O. (2015). Communication Disorders between Theory and Practice, 2nd Edition, Amman, Jordan, Dar Al Masirah for Publishing, Distribution and Printing.
Rakza,S& Al Hammadi,F. (2017). The Importance of Phonological Awareness in Learning to Read, Journal of the History of Science, Ziane Ashour University of Djelfa - Algeria, (7) 348-357.
Rifai,N,M. (2010). Developmental Psychology, Riyadh, Dar Al-Zahra.
Salem,M.I. (2020). The effectiveness of training on phonemic awareness skills in treating oral reading difficulties (phonological disorders) among primary school students, Journal of Arab Studies in Education and Psychology, (117), 23-70.
Selim,M. (2002). Developmental Psychology, Beirut - Lebanon, Arab Renaissance House.
Zureikat,I.A. (2014). Speech and Language Disorders, Diagnosis and Treatment, 3rd Edition, Amman - Jordan, Dar Al Fikr Publishers and Distributors.
المراجع الأجنبية:
Ambrose, S. E., Fey, M. E., & Eisenberg, L. S. (2012).Phonological awareness and print knowledge of preschool children with cochlear implants.Journal of Speech Language, and Hearing Research, 55(3), 811-823.
Anthony, J., Lonigan, C., Driscoll, K., Phillips, B., & Burgess, S.(2003). Phonological Sensitivity: A quasi - parallel progression ofword structure units & cognitive operations. Reading ResearchQuarterly, 38, 470 - 487.
Bat- Chava, Y. (2014). Long-term Improvements in Oral Communication Skills and Quality of Peer Relations in Children with Cochlear Implants: Parental Testimony. Jornal Child: Care, Health & Development, (40), 870- 881.
Behrman, Y., & Michael, M. (1996): Beginning Reading andPhonological Awareness for Students with Learning Disabilities.Washington, DC. Council for Exceptional Children.
Buchman, C., and Adunka, O. (2012).Otology, Neurotology,and Lateral Skull Base Surgery: An Illustrated Handbook. Maryland, USA: Thieme.
Daly, E., Chafouleas, S. & Skinner, C. (2005).Interventions for reading problems: Designing and. evaluating effective strategies. New York, NY: Guilford Press.
Dillon, C. M., de Jong, K., & Pisoni, D. B. (2011).Phonological awareness, reading skills, and vocabulary knowledge in children who use cochlear implants.Journal of deaf studies and deaf education, 17(2), 205-226.
Duchesne,L., Sutton,A,& Bergeron,F. (2009) Language achievement in children who received cochhear implanets between 1 and 2 years of age: group trends and individual patterns. Journal of Deaf Studies and Deaf Education, 14(4), 465- 485.
Guidry, L. O. (2003). A phonological awareness intervention for at-risk preschoolers: the effects of supplemental, intensive small-group instruction (Doctoral dissertation). Faculty of the Louisiana, StateUniversity.
Hayes, H., Geers, A., Treiman, R., & Moog, J. S. (2009) Receptive Vocabulary Development in Deaf Children with Cochlear Implants: Achievement in an Intensive Auditory-Oral Educational Setting. Ear & Hearing, 30 (1), 133.
Jing, L., Vermeire, K., Mangino, A., & Reuterskiöld, C. (2019). Rhyme awareness in children with normal hearing and children with cochlear implants. Frontiers in psychology, 10, 20-72.þ
Martin, Daniela; Bat-Chava, Yael; Lalwani, Anil& Waltzman, Susan B. (2011). Peer Relationships of Deaf Children with Cochlear Implants Predictors of Peer Entry and Peer Interaction Success. Journal of Deaf Studies & Deaf Education. (16), 108- 120.
Pavelko, S., Lieberman, J, Schartz, J., HahsVaughn, D. (2018).The contributions of phonological awareness, alphabetknowledge, and letter writing to name writing in children with specific language impairment and typically developing children.American Journal of Speech-Language Pathology, 27, 166180.
Soleymani, Z., Mahmoodabadi, N., & Nouri, M. (2016).Language skills and phonological awareness in children with cochlear implants and normal hearing.International journal of pediatric otorhinolaryngology, 83, 16-21.þ
Stothers, J & Cardy,.(2012).Oral language impairmentsin developmental disorders characterized by language strengths:A comparison of Asperger syndrome and nonverbal learning disabilities. Research in Autism Spectrum Disorders 6(1), 519-534.
Torgeson. J. K. (2001). Assessment of Phonological awareness.Designed especially for the learningto read: Beginning Reading Instruction CD-ROM Interactive Training Medical, lnc.uncompensated college students with dyslexia.Journal of learning Disabilities, 37. (5). 389-410.
Ziegler, J. C., & Goswami, U. (2005).Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.Psychological bulletin, 131(1), 3–29.
 
 
 

Files

Share

How to cite

Statistics