Dyslexia among Arabic Speaking Egyptian Children with Unilateral Cochlear Implant

Abstract

Reading is defined as the ability to extract semantically meaningful, verbal information from written language this is considered as one of the most important cognitive academic abilities. Reading skills involve two separate skills: • Decoding skills which include converting letters that make up written words into spoken language sounds. Decoding skills are important when learning to read and also when reading unfamiliar words or unknown words. • Comprehension skills which are needed in order to understand decoded words. For the development of early reading skills there are many processes and interactions as phonological awareness skills, print awareness, early language experience, and reading experience, in addition to comprehension which depends not just on the ability to recognize words, but also on the general cognitive abilities of the child such as short-term memory. To learn to read successfully in an alphabetic writing system, a child must develop an appreciation of the segmental nature of speech and come to realize that spoken words are composed of the smallest of these segments, the phonemes, it is the most prominent model of dyslexia which tended to focus on phonological processing deficits; a core difficulty in reading manifests itself as a deficiency within the language system, particularly at the level of phonological processing Dyslexia is a particular learning disorder of a neurological basis. It is manifested with difficultly with correct and/or fluent word comprehension, decoding skills and poor spelling. These problems typically emerge from the language deficiency of the phonological portion, which is not related to the child's cognitive abilities and the accessibility of sufficient classroom instruction. Cochlear implanted children are more educated than non-implanted hearing-impaired individuals but less educated than the general population, they tended to regularly attend the mainstream school at higher rates than other hearing-impaired and disabled individuals, but they have often been found to lag behind their normal hearing peers in terms of literacy skills development