Phonological awareness and reading abilities in elementary-school students with severe-to-profound prelingual hearing loss and unilateral cochlear implants

Abstract Background Research findings on the reading outcomes of cochlear implants are inconsistent. Controversy was observed in performance implanted children, both relation to hearing aid users and normally children. This cross-sectional study aims evaluate phonological awareness skills school-aged, severe-to-profound, prelingually deafened children using identify any associations between these age implantation, language development, chosen side implantation. Patients who met selection criteria were assessed standardized tests, their scores compared normative data. Results Patients’ average significantly behind age-matched Phonological strongly correlated skills, positively abilities. Age at implantation not yet it for patients over 9 years old. Conclusion Many still struggling with reading. development should be considered rehabilitation this group as found closely associated proficiency.