Auditory Processing and Expressive Language Skills in Hearing-Impaired Boys and Girls in the First Stage of Basic Education

Ali, Mohammed Abdelrahman Ibrahim; Selim, Bassiouny Bassiouny El Sayed; Hussein, Ahmed Abdel-Fattah; Adam, Gad Allah Hamed Gad Allah

doi:10.21608/jsrep.2024.451623

Auditory Processing and Expressive Language Skills in Hearing-Impaired Boys and Girls in the First Stage of Basic Education

Document Type : Original Article

Authors

¹ قسم الصحة النفسية– كلية التربية بنين – جامعة الأزهر بالقاهرة.

² مدرس تكنولوجيا التعليم والمعلومات كلية التربية بنين بالقاهرة جامعة الازهر

10.21608/jsrep.2024.451623

Abstract

The current research aims to identify gender-based differences (male/female) in auditory processing skills and their dimensions (auditory attention, auditory discrimination, auditory memory, auditory perception), as well as expressive language and its dimensions (vocabulary, syntactic structure, and verbal fluency) among children with hearing impairments in the first stage of basic education. The research sample consisted of (120) children with hearing impairments (60 boys and 60 girls), all enrolled in the first stage of basic education in schools for the deaf and hard of hearing in Dakahlia Governorate. The selected schools include Al-Amal School for the Deaf and Hard of Hearing in Mansoura, the Omar Ibn Al-Khattab School for Hard of Hearing in Mansoura, and Al-Amal School for the Deaf and Hard of Hearing in Sinbillawin. The ages of the sample ranged between 6 and 9 years, with a mean age of (7.65) years and a standard deviation of (1.09). The study used two scales: one for auditory processing skills and another for expressive language (developed by the researchers). The results indicated statistically significant differences between the average scores of children with hearing impairments enrolled in the first stage of basic education, in favor of girls, in both auditory processing skills and expressive language.

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