The relationship of hyperactivity and attention deficit with difficulties of learning to read in a hearing-impaired child (a comparative study between hearing-impaired children using conventional devices and those using cochlear implants

Abstract

The subject of our study revolves around the relationship of hyperactivity and attention deficit with difficulties of learning to read in a hearing-impaired child.

The first stage we carried out was to select our study sample aged between 8-10 years and schooled in the third and fourth years of the primary school and made up of two groups, a group of hearing-impaired children using conventional device and a group of hearing-impaired children using cochlear implants suffering from reading difficulties and this according to the academic achievement of the studied sample.

We have applied 3 tests; the first one is an IQ test so that the study sample has the same degree of intelligence. We have also carried out a second tool, which is a questionnaire for the diagnosis of hyperactivity and attention deficit and is divided into two parts. The first questionnaire is a family one and the second questionnaire is a school one. We also carried out a third test, which is a diagnostic test of reading. Finally, the results revealed that attention deficit and hyperactivity have an effective, positive and strong effect on the difficulties of learning to read in our study sample, which are hearing-impaired children using conventional device and those using cochlear implants