الفهرس 
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Abstract
Hearing skill is the ability to perform an auditory task (such as detection, discrimination, or recognition of a sound) in the absence of any linguistic context and without the necessity to use language to complete the task. Language includes all aspects of phonology, syntax, semantics, and pragmatics. Children learn spoken language by developing knowledge and skills based in the phonology of the sound system. Children spend many hours in acoustic environments where target speech signals are embedded in competing sounds from multiple sources. In these environments, perception of target speech is assisted by a listener’s ability to segregate the multitude of sounds into separate auditory streams, one cue to which is the angle of incidence of different sounds.
Children with profound sensorineural hearing loss (SNHL) experience delays in learning to understand the speech of others and to produce intelligible speech. There is solid evidence that moderate (or more severe) hearing impairment exerts a negative impact on speech, language, cognitive development, and early identification and management may be of great benefit to these children, through improved language, communication, mental health, and employment prospects.The use of hearing aids (HA) or cochlear implantation (CI) can partially or fully restore hearing.Cochlear implants (CI) which are called as bionic ears are effective in transmitting salient features of speech, especially in quiet.Unlike conventional hearing aids that amplify sound via the auditory canal.
The aim of this study was to compare the functional benefit of the communicative skills of children with CI in relation to those using hearing aid in order to compare the role of each amplification device on the communicative abilities of severe to profound and profound sensorineural hearing impaired children.
Two groups of children were enrolled in this study included sixty children with bilateral severe to profound and profound sensorineural hearing loss.
Shortly after confirmation of permanent hearing loss, all children were typically fitted with bilateral powerful digitalbehind the ear hearing aids.
When traditional amplification devices (hearing aids) are unable to restore access to the full range of phonemic components of speech, a cochlear implant (CI) is a widely used treatment option for children with SNHL.
Candidacy criteria for cochlear implant was done according to United Health Protocol.
Protocol of assessment included :
1. Elementary diagnostic procedure.
2. Audilogical assessment.
3. Communicative profile included : Modified Preschool Language Scale&Subjective Speech Intelligibility Assessment.
The language improvement quotient was used to compare between the rates of progress in language in order to overcome the bias of age matching between the individuals in the study.
Results of this study included that:
1- A perfect model for comparing the results of HAs and CIs may be impossible owing to the difference in the candidacy criteria for each.
2- CI children showed better rate of language acquisition skills along a one-year use of the implant compared to a similar period of HA in the same children and in another group of HA users.
3- A multifaceted and long-term assessment protocol is needed to draw more realistic judgments on the benefits of each device and its effect on children’s achievements.
Hearing skill is the ability to perform an auditory task (such as detection, discrimination, or recognition of a sound) in the absence of any linguistic context and without the necessity to use language to complete the task. Language includes all aspects of phonology, syntax, semantics, and pragmatics. Children learn spoken language by developing knowledge and skills based in the phonology of the sound system. Children spend many hours in acoustic environments where target speech signals are embedded in competing sounds from multiple sources. In these environments, perception of target speech is assisted by a listener’s ability to segregate the multitude of sounds into separate auditory streams, one cue to which is the angle of incidence of different sounds.
Children with profound sensorineural hearing loss (SNHL) experience delays in learning to understand the speech of others and to produce intelligible speech. There is solid evidence that moderate (or more severe) hearing impairment exerts a negative impact on speech, language, cognitive development, and early identification and management may be of great benefit to these children, through improved language, communication, mental health, and employment prospects.The use of hearing aids (HA) or cochlear implantation (CI) can partially or fully restore hearing.Cochlear implants (CI) which are called as bionic ears are effective in transmitting salient features of speech, especially in quiet.Unlike conventional hearing aids that amplify sound via the auditory canal.
The aim of this study was to compare the functional benefit of the communicative skills of children with CI in relation to those using hearing aid in order to compare the role of each amplification device on the communicative abilities of severe to profound and profound sensorineural hearing impaired children.
Two groups of children were enrolled in this study included sixty children with bilateral severe to profound and profound sensorineural hearing loss.
Shortly after confirmation of permanent hearing loss, all children were typically fitted with bilateral powerful digitalbehind the ear hearing aids.
When traditional amplification devices (hearing aids) are unable to restore access to the full range of phonemic components of speech, a cochlear implant (CI) is a widely used treatment option for children with SNHL.
Candidacy criteria for cochlear implant was done according to United Health Protocol.
Protocol of assessment included :
1. Elementary diagnostic procedure.
2. Audilogical assessment.
3. Communicative profile included : Modified Preschool Language Scale&Subjective Speech Intelligibility Assessment.
The language improvement quotient was used to compare between the rates of progress in language in order to overcome the bias of age matching between the individuals in the study.
Results of this study included that:
1- A perfect model for comparing the results of HAs and CIs may be impossible owing to the difference in the candidacy criteria for each.
2- CI children showed better rate of language acquisition skills along a one-year use of the implant compared to a similar period of HA in the same children and in another group of HA users.
3- A multifaceted and long-term assessment protocol is needed to draw more realistic judgments on the benefits of each device and its effect on children’s achievements.