الفهرس 
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Abstract
The objective of this study is to evaluate the results and determinants impacting language development and psycholinguistic skills in children with sensorineural hearing loss who underwent cochlear implantation, as well as in children with sensorineural hearing loss who use hearing aids.
This study involved a sample of 100 children, with ages ranging from 5 to 10 years.The sample was divided into two groups: group I consisted of 50 children with sensorineural hearing loss (SNHL) who were using hearing aids. group II consists of 50 children with sensorineural hearing loss (SNHL) who have received a cochlear implant. All children underwent a comprehensive assessment that included preliminary diagnostic procedures such as parents’ interviews and history taking, auditory perceptual assessment (APA), clinical diagnostic aids such as IQ testing, audiological evaluation, REAL scale (Receptive Expressive Arabic Language scale), and the Illinois test of psycholinguistic abilities (ITPA).
The findings of this study indicate that there were no statistically significant differences between the two groups (G1 and G2) in terms of age, sex, family history, and consanguinity.
There are substantial statistical differences between the groups CI (G1) and HA (G2) in terms of the age at which children first spoke a word and the age at which they first spoke a complete phrase.
There were no statistically significant differences between the two groups (CI and HA) in terms of the age of the kid at which the cochlear implant (CI) or hearing aid (HA) was switched on, as well as the duration of usage of the CI or HA.
There are statistically significant differences in aided speech recognition thresholds between the CI (G1) and HA (G2) groups.
There were no statistically significant differences in binaural sound detection between the CI (G1) and HA (G2) groups.
There were no statistically significant differences between the two groups, CI (G1) and HA (G2), in terms of the location of rehabilitation.
There are considerable statistical disparities between the groups CI (G1) and HA (G2) when it comes to their major means of communication.
There were substantial differences in the duration of the rehabilitation program between the CI (G1) and HA (G2) groups, with a high level of statistical significance.
There are highly substantial statistical differences between CI (G1) and HA (G2) in terms of row receptive.
There are highly substantial statistical differences between CI (G1) and HA (G2) in terms of row expressive.
There are highly significant statistical differences between the CI group (G1) and the HA group (G2) in terms of the total number of language skills.
There were no statistically significant differences found between CI (G1) and HA (G2) in terms of the Total PLA.
There is a strong and statistically significant positive relationship between the total number of words spoken by a kid and their language proficiency assessment score, measured in months.
The study demonstrated that children with hearing loss who received cochlear implants for rehabilitation exhibit a higher vulnerability to language delay compared to children with hearing loss who utilize hearing aids. This discrepancy can be attributed to the varying levels of hearing loss experienced by the two groups. Additionally, the presence of residual hearing significantly influences the process of language acquisition. Consequently, it is advisable to intervene promptly when hearing loss is identified and provide early language therapy to prevent academic challenges.