The role of selective attention in oral language acquisition in a sample of hearing-impaired children subject to cochlear implants

Abstract

 Oral language is one of the biggest challenges for hearing-impaired children undergoing cochlear implants, as the goal of cochlear implantation is to enable this group to acquire oral language, and mature linguistically and cognitively to catch up with the rest of their natural peers. Since language acquisition is the result of a set of factors, including different cognitive processes, including selective attention, this is what made us highlight in this paper the role of selective attention in oral language acquisition among a sample of hearing-impaired children undergoing cochlear implants, on a sample of 05 cases of hearing-impaired primary school students undergoing cochlear implants in two primary schools in the municipality of Hadjout, Tipaza Governorate, Algeria Using two data collection tools such as the oral language test ELO Abdul Hamid Khomsi and the Stroop Selective Attention Test. This study showed that Selective attention disorder leads to difficulties in oral language. The study concluded to expand the sample to a larger number, and to the necessity of conducting a comprehensive routine psychological and orthophonical examination from time to time for children with cochlear implants in schools, and even for the rest of the integrated children who suffer from disabilities and other disorders