Document Type : Literature Reviews


1 Department of Audiology, School of Rehabilitation Sciences, Shiraz University of Medical Sciences, Shiraz, Iran

2 Rehabilitation Sciences Research Center, Shiraz University of Medical Sciences, Shiraz, Iran

3 Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran


Background: The acquisition of reading skills is one the most important 
challenges a cochlear implanted child faces in his/her life. Although cochlear
implants can improve speech, language, and reading skills, some children
continue to experience reading difficulties. Some studies have reviewed the
reading skills in English-speaking children with cochlear implants; however,
language and cultural discrepancies may result in diverse aural rehabilitation
programs and varying effects of factors on reading in these children. The aim
of the present study is to review evidence regarding reading skills, including
phonological awareness, reading comprehension, vocabulary, and story retelling
in preschool and school-aged children with unilateral cochlear implants in Iran.
Results: Overall, the findings of studies in this area suggest that Persianspeaking
preschool and school-aged children with unilateral cochlear implants
show worse reading performance compared with their normal hearing peers.
Conclusion: Impaired reading skills in children with cochlear implants
necessitates the identification of reading problems and targeted aural
rehabilitation programs to improve reading skills in these children. Future
studies over longer periods are necessary in order to determine the reading
developmental trajectory of children with cochlear implants in Iran. In addition,
investigating the precise role of underpinning abilities such as language and
hearing skills in reading development can help children with cochlear implants
achieve age-appropriate reading skills.


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