Bilateral cochlear implantation: an assessment of language sub-skills and phoneme recognition in school-aged children
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Bilateral cochlear implantation: an assessment of language sub‑skills and phoneme recognition in school‑aged children Nuriye Yıldırım Gökay1 · Esra Yücel2 Received: 8 October 2020 / Accepted: 10 November 2020 © Springer-Verlag GmbH Germany, part of Springer Nature 2020
Abstract Purposes The main purpose of this study is to investigate whether there is a difference in phoneme recognition and schoolage language skills in children with bilateral and unilateral cochlear implants (CI). The second aim of the study is to examine language-based skills in bilateral cochlear implanted children with the first implant, second implant and in the bilateral listening situations. Method 60 to 108-month-old children with similar demographic and audiological features were included. Of the 64 participants in total, 30 are bilateral cochlear implant users and 34 of them use unilateral cochlear implants. Turkish version of “Test of Language Development-Primary: Fourth edition (TOLD-P:4)” and “Phoneme Recognition Test (PRT)” were implemented for the evaluation of the language sub-components skills and auditory perception. In addition, the PRT test audio file was presented directly to the implant with connection cables via the fitting program methodologically. Results Children with bilateral cochlear implants were more successful in all language-based skills than children with unilateral cochlear implants (p
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