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Updated: Feb 6, 2026

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
Published on: March 24, 2023
Comparative analysis of cognitive-linguistic evaluation in normal hearing schoolchildren and users of cochlear
Camila Isabelle Silva Martins1, Bianca Arruda Manchester de Queiroga1, Angélica Galindo Carneiro Rosal2
1Pós-graduação em Saúde da Comunicação Humana, Universidade Federal de Pernambuco - UFPE - Recife (PE), Brasil.
Purpose:
When children becom cochlear implant users, they have already had the opportunity to develop phonological skills; however, it is possible that they miss sound information during speech and, consequently, present difficulties in competences associated with the learning of reading and writing.
Methods:
The study sample consisted of 11 normal hearing children aged 7-10 years and a right-ear cochlear implant user enrolled in the 3rd grade of Elementary School. The Cognitive-Linguistic Assessment protocol was used to evaluate the study participants. Data were transcribed and analyzed using descriptive statistics.
Results:
The following sub-tests presented the highest percentage of children with superior performance: alphabet in sequence (82%), reading of pseudo-words (82%), syllable segmentation (73%), word repetition (82%), copying of shapes (72%), and rapid naming (100%).The cochlear implant user presented superior performance in all the sub-tests except for word repetition, in which average performance was observed. In the rhythm sub-test, none of the normal hearing children presented superior performance, and the cochlear implant user performed poorly.
Discussion:
It was possible to observe that the condition of being a cochlear implant user is not the only determinant for a child's school failure. There are issues that go beyond auditory integrity, because some normal hearing children performed poorly in sub-tests such as repetition of pseudo-words, rhythm, and alliteration.
Conclusion:
The cochlear implant user presented a cognitive-linguistic profile very similar to those of his hearing peers.
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