الفهرس 
الفصل الأول: مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Language is one of the most important features that distinguishes man from other living creatures, and its importance lies in being the means by which a person can give information to those around him as well as obtain information from those around him. Share information between individuals is one of the most important things that connect members of society to each other. Spoken language is considered the most important means that humans have learned to communicate with each other, and linguistic ability is the most growth aspect affected by hearing impairment. The more severe the hearing impairment, the lower the linguistic score he acquires. Cochlear implant technology is one of the latest scientific findings for those who suffer from complete or almost complete hearing loss in the ears, and the cochlear implant is the implantation of a small electronic device in the hearing organ (Corti) inside the cochlea of the inner ear to transmit sound signals to the hearing nerve directly to the brain. And the more the expressive language of the cochlear implanters improved, the greater the ability to communicate, through early intervention programs aimed at auditory training and building an expressive language. and this comes through training programs to exploit auditory memory to build a linguistic stock and to use it to improve the expressive language of cochlear implanters.
The problem of the study:
Although cochlear implants transfer the hearing ability to children, these children need extensive training to acquire language, and among the problems that these children continue to suffer from is the weakness of expressive language, which is the source of greatest concern for the family, because of its repercussions on the growth of the ability of the child to speak and communicate with others. The researcher’s feeling about the problem of the current study stems from the researcher’s work as a specialist in language and speech disorders in hospitals and private rehabilitation centers and his observation of children from poor expressive language skills and their inability to express what they want well, difficulty in answering clear questions, and inability to build a good dialogue with others.
This has been confirmed by many research and scientific studies, and therefore they need many programs to improve their expressive language skills, and considering that language development is one of the aspects most affected by hearing impairment, early intervention programs must be provided that enable hearing-impaired children to benefit from the remaining amount of hearing they have to develop a language that helps them communicate in a natural and effective way to the maximum extent possible, especially with the existence of modern technologies such as cochlear devices implanted in the inner ear.
Based on the above, the problem of the current study can be identified in the following main question:
What is the effectiveness of a training program based on auditory memory to improve the expressive language skills of a sample of children with cochlear implants?
The following questions arise from it:
1. Are there differences between the mean scores of the pre and post measurements on the expressive language skills scale for a sample of children with cochlear implants?
2. Are there differences between the mean scores of the post and follow-up measurements on the expressive language skills scale for a sample of children with cochlear implants?
Study Objectives:
The current study aimed to:
1. Improving expressive language skills through auditory memory in a sample of children with cochlear implants.
2. Recognizing the effectiveness of a rehabilitation program for children with cochlear implants in developing the skills of auditory memory and expressive language.
The importance of the study:
1. Shedding light on the importance of developing functional skills of auditory memory in rehabilitating children with cochlear implants, because of the continuous increase in the number of children with cochlear implants.
2. Contributing to monitoring information, experiences and activities that help in developing skills in the field of auditory memory for children with cochlear implants.
3. This study contributes in raising the field of auditory memory function and language proficiency in children with cochlear implants, whose numbers are increasing day by day.
4. Providing and implementing a training program based on the auditory memory approach that can benefit specialists, teachers, institutions, speech centers and care for people with special needs.
5. Helping children with cochlear implants to develop and improve expressive language, which affects their assistance in effective community participation.
Study terms:
1- Cochlear Implantation:
Defined by the researcher as an electronic device designed to capture sounds and understand speech surrounding people who suffer from sensorineural hearing loss and severe to profound hearing impairment in these people. It is a device designed to bypass the damaged and hearing part of the natural cochlea. Thus, direct electrical signals are sent to the auditory nerve and then to the brain, and it consists of an inner part that is implanted during the operation and an outer part that is installed in the operation.
2 - Expressive language:
The researcher defines expressive language as a system of well-known symbols used as a means of communication and interaction by converting and transferring ideas to others.
3 – Auditory memory:
The researcher defines auditory memory as the ability of an individual to retain sounds and audible information and recall them when needed.
Study procedures:
1- Study method:
The researcher used the quasi-experimental approach based on one group using the pre and post measurement.
2- The basic sample:
The main sample for the study consisted of (6) children with cochlear implants, (3) males, and (3) females, their chronological age ranged between (4-7) years, the study was applied to a sample of children with cochlear implants at the Speech Clinic at Qena Military Hospital and Tawasul Speech Center in Qena Governorate.
3- Study tools:
1. Stanford Binet Scale (fifth picture) (prepared by Gal Royd, Arabization and codification of Safwat Faraj)
2. The modified preschool language scale (Arabic edition by Ahmed Abu Hasiba, 2011)
3. The training program based on auditory memory for developing of expressive language skills in a sample of children with cochlear implants.
Statistical methods used:
1. Mann-Whitney test.
2. Wilcoxon test to check for differences.
This was implemented using the statistical package of Social Sciences, known as (SPSS).
Results of the study:
The study concluded that
1- There are statistically significant differences at the level (0.05) between the mean ranks of the pre and post application in receptive and expressive language skills among children with hearing impairments in the integration classes in favor of the post application.
2- There are no statistically significant differences at the level (0.05) between the mean ranks of the post and follow-up measurements on the expressive language skills scale for a sample of children with cochlear implants.