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فعالية برنامج قائم علي الأنشطةاللغويةلتحسين بعض مهارات الإدراك السمعي وأثره علي الوعي الصوتي لدى الأطفال ذوي زراعةالقوقعة
فعالية برنامج قائم علي الأنشطةاللغويةلتحسين بعض مهارات الإدراك السمعي وأثره علي الوعي الصوتي لدى الأطفال ذوي زراعةالقوقعة
رسالة مقدمة
الستكمال احلوصللعلى عر جةعاملاجستريعيفعلىلمعذويعاالحتياجاتعاخلاصةع
بنظامعالسالاتعاملعتمدة ع
ختوصصع(اضطراباتعالىغةعوالتخاطب)
إعداد
الباحثة /إميان شحات رمضان عثمان
أخصائية ختاطب
إشراف
الدكتور
أشرف صالح أمحد
مد سعاإللاقةعالسمعية
بكىيةعلىلمعذويعاالحتياجاتعاخلاصةع-جامعةعبينعسليف
األســتاذة
الدكتورة /نرمني حممود عبـده
الدرجة العلمية
جهة الدراسـة
اإلشراف:
أ.م.د /نرمني حممود عبده
سنة املنح
Abstract
Researcher name: Eman Shahat Ramadan Othman.
Study Title: Effectiveness of a program based on language activities to improve
some of the auditory perception skills and its impact on the sound
awareness of cochlear implant children.
Academic degree: Master's degree in Disability Sciences - Department of
Language Disorders and speech.
Study area: Faculty of Disability Sciences - Department of Language Disorders
and Disorders - Beni Suef University.
Supervision:
Dr.: Nermin Mahmoud Abdo, Assistant Professor of Psychiatric Health at the
Faculty of Education and Head of Language Disorders and Disorders
Department Faculty of Science for the people with special needs – Beni Suef
University.
Dr.: Ashraf Salah Ahmed, Professor of auditory Disability, Faculty of Sciences for
the people with special needs, Beni Suef University
DR: Abd Alaziz Abd Alaziz Amen Professor Language and Speech Disorder
Faculty of Sciences for the people with special needs, Beni Suef University
Grant year: 2022
The study aimed at improving some of the skills of auditory perception
(hearing discrimination, hearing recall, and hearing closure) and its impact on the
phonological awareness of cochlear implant children through a program based on
language activities. And The study consisted of (10) children from cochlear implant, (5)
males, and (5) female their ages ranged between (6-9) years, with an average age of
(7.70) years standard deviation (0.95) with intelligence ranging between (90-100) and
they were divided into two groups: the first Experimental and the second control, and
each group (5) include children And The study tools consisted of the Stanford-Benet
scale (Arabization and Codification: Mahmoud Aboul-Nil, 2011), the auditory
perception scale, the training Program, both of them (prepared by: the Researcher), the
phonological awareness scale (prepared by: Abd al-Aziz, 2018) and The results show
the effectiveness of the training program to improve some of the auditory perception
skills through linguistic activities, in addition to the statistically significant differences
between the average grade levels of the experimental and control groups in the auditory
perception skills in the post- measurement in favor of the experimental group and the are
differences statistically significant signed in the middle of the experimental groups in
audiovisual skills in tribal and backy measures Good post- measurement, there are no
statistically significant differences between the average ranks of the experimental groups
in the scores in skills auditory perception in the post and dependable measurements, and
There are statistically significant differences between the mean scores of the two groups
experimental and proof in audio consciousness in the benefit of the experimental group,
there are statistically significant differences between average ranks of the experimental
groups scores in phonemic awareness in the tribal and remote measures in favor of the
post-measurement. There are no statistically significant differences between the mean
ranks of the abstraction groups scores phonemic awareness in dimensional and
dependable measurements.
Key words: Language activities – auditory perception skills – phonological awareness –
cochlear implant children.
أوالً قائمة املوضوعات
1-4
ثانيًا :قائمة اجلداو
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Z
Z
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الاصل األو
الاصل األو
مدخل إىل الدراسة
أوالً :مقدمة الدراسة:
(Goperis,
)Beams, Daples, Abrisch, Baca,& Yoshinaga-Itano, 2012: 29
مدخل إىل الدراسة الفصل األول
: مطكلة الدراسة:ثانيًا
(Simpson, El-Refaie,
Stephenson, Chen, Yi-Ping, 2018)
مدخل إىل الدراسة الفصل األول
األهمية النظرية:
مدخل إىل الدراسة الفصل األول
األهمية التةبيقية:
احلدود املنهجية
احلدود البطـرية
احلدود املكانية
احلـدود الزمنيـة
الاصل الثاني
. Children
الاصل الثاني
متهيد:
(
ثانيًا :املواصاات العامة لألفطاا الذين يتم ترشحهم لزراعة القوقعة اإللكورونية
(Losh, 2010)
اإلطار النظري للدراسة الفصل الثاني
(Dammeyer, 2009
)(Mores, 2009
اإلطار النظري للدراسة الفصل الثاني
(Learner, 2015
اإلطار النظري للدراسة الفصل الثاني
( )1الصـوت
)(Narr, 2017
اإلطار النظري للدراسة الفصل الثاني
Chin, 2003
سابعًا :العالقة بني اإلدراك السمعي والوعي الصوتي لدى األفطاا زارعي القوقعة:
اإلطار النظري للدراسة الفصل الثاني
ثانيًا :أنواع األنطةة اللغوية ودورها يف حتسني بعض مهارات اإلدراك السمعي:
(Pakulski, 2001
&(Erik
Elzabeth,2017
)(Pelliteri, 2000:371
)Morrison, 2015
اإلطار النظري للدراسة الفصل الثاني
Itano , 2019
Guberinal,1976: 37
الاصل الثالث
دراسات سابقة وفروض الدراسة
( )1الدراسات السابقة اليت تناولت اإلدراك السمعي لدي األفطاا زارعي القوقعة:
دراسات سابقة وفروض الدراسة الفصل الثالث
Bahatheg, 2015
دراسات سابقة وفروض الدراسة الفصل الثالث
( )2الدراسات السابقة اليت تناولت الوعي الصوتي لدي األفطاا زارعي القوقعي:
-
دراسات سابقة وفروض الدراسة الفصل الثالث
( )3الدراسات السابقة اليت تناولت األنطةة اللغوية لدي األفطاا زارعي القوقعة:
Pakulski, 2001
دراسات سابقة وفروض الدراسة الفصل الثالث
(
دراسات سابقة وفروض الدراسة الفصل الثالث
( )4الدراسات السابقة اليت تناولت اإلدراك السمعي وعالقتها بالوعي الصوتي:
دراسات سابقة وفروض الدراسة الفصل الثالث
( )6الدراسات السابقة اليت تناولت األنطةة اللغوية وعالقتها باإلدراك السمعي:
(Caselli, et al.,
(Millar, et al., 2013 )2012
Bahatheg, 2015
Chen, et al., 2016
(Pakulski, 2001
(Ambrose, et Des,etal.,2009
Lee,& Sim, 2012 )al., 2012
دراسات سابقة وفروض الدراسة الفصل الثالث
الاصل الراب
متهيد:
(أ) التكافؤ بني اجملموعتني (التجريبية والضابةة) يف العمر الزمين ،ومعامل الذكاء:
وصف املقياس:
املنهج وإجراءات الدراسة الفصل الرابع
/
اهلدف من املقياس:
املنهج وإجراءات الدراسة الفصل الرابع
وصف املقياس:
املنهج وإجراءات الدراسة الفصل الرابع
)(Pearson
املنهج وإجراءات الدراسة الفصل الرابع
)(Pearson
مستوى الداللة معامل االرتباط بني التةبيقني األو والثاني أبعاد املقياس
–
–
)(Pearson
)(Pearson
املنهج وإجراءات الدراسة الفصل الرابع
معامل االرتباط رقم املاردة معامل االرتباط رقم املاردة معامل االرتباط رقم املاردة
)(Pearson
املنهج وإجراءات الدراسة الفصل الرابع
تعليمات املقياس:
وصف املقياس:
–
–
معامل ألاا – كرونباخ أبعاد املقياس م
أهداف الربنامج:
املنهج وإجراءات الدراسة الفصل الرابع
الائة املستهدفة:
املنهج وإجراءات الدراسة الفصل الرابع
املنهج وإجراءات الدراسة الفصل الرابع
املنهج وإجراءات الدراسة الفصل الرابع
املنهج وإجراءات الدراسة الفصل الرابع
األنطةة املستخدمة:
SPSS
z Mann-Whitney
.
z Willcoxon
.
الاصل اخلامس
الاصل اخلامس
z
W
z
W
نتائج الدراسة ومناقشتها الفصل اخلام
z
متوسط القياس
جمموع االحنراف املتوسط
الداللة قيمة z العدد البعدي/ القياس األبعاد
الرتب الرتب املعياري احلسابي
التتبعي
نتائج الدراسة ومناقشتها الفصل اخلام
z
W
نتائج الدراسة ومناقشتها الفصل اخلام
z
W
z
مراج الدراسة
: املراج األجنبية:ثانيًا
Marschark, M., & Hauser, P. (2012) .How Deaf Children Learn: What
Parent And Teachers Need To Know. New York: Oxford
University Press .Inc.
Matvienk, O., &Fards, 1.(2010). The Effects of A 40 Week After
Schools Programs on Motor Skills and Fitness of Kinger
Gaten and First –Grads Student. American Journal of Heal
The Promotion, 24(5), 299-303.
Mores, D. (2009). Mores Educating The Deaf:Psychology, Principles,
and Practices. Boston:Houghton Mifflin Company
Morrison, N.(2015). The Challenges of Hearing Recovery with Both
Whining Together and the Auditory Effort and Musical
Perception of Children in Cochlear Implants. Cambridge
University.
Millar, E., Lederberg, A. & Easter Brooks, S. (2013). Phonological
Awareness: Explicit Instruction for Young Deaf and Hard
Of Hearing Children. Journal of Deaf Studies and Deaf
Education, 18 (2), 206-227.
Narr, R. (2017). Phonological Awareness and Deconding in Deaf/Hard-
of-Hearing Students Who Use Visual Phonics. Journal of
Deaf Studies and Deaf Eduction,13(3),160-405.
Nie, K., Dernnan, W., & Rubinstein, J.(2009) .Cochlear Implants
Coding Strategies and Device Programming .in. P Snow &
J. Wackym Ballengers Otorekinolaryngology Head and
Neck Surgery. Centennial Edition. India: People Medical
Publishing House .
Niparko, J.K, To Bey, E.,A., Thal, D., Eiseng, L.S., Wangn.Y., Quittner,
A.L., Teamc. L.(2010). Spoken Language Development
Children Following Cochlear Implantation, Jama. The
Jornal of the American Medical Association, 303(15),
1498 -1506.
Northern, J. &Downs, M. (2014).Hearing in Children –Six The Edition
–Phil Adel Phia- Pennsylvania,Is BN13:978:-L-59756-
392-5- USA: Lippin Cottwilliams & Wilkins .
Oakill, J.& Kyle, F.(2015). The Relation Between Phonological
Awareness Work Memory. Journal Experimental Child
Psychology, (70), 152 -164.
مراجع الدراسة
مطكلة الدراسة:
ملخص الدراسة
أهداف الدراسة:
أهمية الدراسة:
األهمية النظرية:
ملخص الدراسة
األهمية التةبيقية:
فروض الدراسة:
ملخص الدراسة
يدود الدراسة:
احلدود املنهجية
احلدود البطـرية
احلدود املكانية
احلـدود الزمنيـة
نتائج الدراسة:
Summary of the study
Study Introduction:
The current and past decades have witnessed a rapid expansion in
many countries of the world of services and programs for therapeutic
intervention for children with hearing impairments in general and for
children with cochlear implants in particular. The shift in the philosophy
of social welfare for people with special needs, in which special services
in the natural locations of their ordinary peers are essential, and finally,
the growing recognition that children who are cochlear implant have the
right to equal opportunities with their ordinary peers to develop their
potential.
This is demonstrated by the development of educational,
educational and rehabilitation services related to hearing-impaired
children and cochlear implants, which allow many cochlear implant
children to benefit from the critical period of speech learning early in
their lives.
In recent years, the activities of audio training have developed
widely, given the need for those who have resorted to cochlear implants
to benefit from these activities in intensive hearing treatment programs,
as these programs rely on listening as a major force in improving the
child's abilities in many personal, social and academic aspects. And
dealing with spoken language and speech with those around him in the
community.
Study problem:
In the case of a person with special needs, she noticed that most
children with cochlear implants have difficulty in hearing and
understanding speech, which is due to their inability to distinguish
auditory and to recall hearing speech, and this in turn affects their vocal
awareness, and therefore the current study is seeking to present a
program A language-based training to improve some of the auditory
perception skills of this category, where auditory perception is one of the
skills that help children understand and interact with what is going on
around them, as well as to overcome their speech and speech problems.
In addition, it works to improve the attention and learning process,
because auditory cognitive skills such as (hearing discrimination, hearing
memory, hearing closure) make the individual more aware and
integrated with their peers. It allows him to communicate and
communicate the message to the other party without confusion and
enables him to recall many events that pass before him without
1
forgetting them, so the lack of these skills leads to a shortage in the
linguistic, social, academic and psychological aspects, in addition to
affecting the process of voice awareness.
Consistent with the above, the problem of the study can be
identified in the following two main questions:
(1) What is the effectiveness of the program based on language
activities in improving some of the auditory-perception skills and
its impact on the sound awareness of cochlear implants?
(2) What is the continuity of effectiveness of the program based on
language activities to improve some of the auditory-perception
skills and its impact on the sound awareness of cochlear
implants?
Objectives of the study:
The main objective of the current study is to improve some of the
cognitive skills (hearing discrimination-hearing recall-hearing closure)
of cochlear implant children.
(1) To recognize the effectiveness of the program based on language
activities in improving some of the auditory-perception skills and
its impact on the sound awareness of cochlear implanted
children.
(2) To identify the continuity of effectiveness of the program based
on language activities to improve some of the auditory-
perception skills and the impact on children who have their
cochlear implants after completion.
Study importance:
The importance of the study is divided into theoretical and
practical importance as follows:
Theoretical importance:
Provide information to help people with special needs in general
and with cochlear implants in particular with some language
techniques and activities that enable them to improve some of the
speech-perception skills of cochlear implant children.
Highlight activities that help cochlear implants improve speech
auditory-perception skills.
To enrich the research heritage and the Arab library in the field of
communication, people with special needs and psychological
2
health by studying some of the auditory perception skills of
cochlear implant children.
Application importance:
Cochlear implant children with auditory-awareness skills
problems need training programs that improve many of these
skills so they can interact with their normal peers.
To provide a language-based program for cochlear implant
children to improve some auditory perception skills for those
interested in, officials with special needs in general and children
with cochlear implants in particular.
Prepare a scale for some of the auditory perception skills of
cochlear implant children
Study assignments
(1) There are statistically significant differences between the average
grade levels of the members of the experimental and control
groups in the auditory skills after the application of the program
for the experimental group.
(2) There are statistically significant differences between the average
pre- and post-grade grades in the auditory cognitive skills of
members of the experimental group in favor of dimensional
measurement.
(3) There are no statistically significant differences between the
average post- and track-scale grades in the auditory cognitive
skills of the experimental group.
(4) There are statistically significant differences between the average
grade levels of the members of the experimental and control
groups in the sound awareness skills after the implementation of
the program.
(5) There are statistically significant differences between the average
pre- and post-grade grades in the vocal awareness skills of
members of the experimental group in favor of dimensional
measurement.
(6) There are no statistically significant differences between the two
mid-grades of dimensional and tracking measurements in the
vocal awareness skills of the experimental group
3
Limits of study:
Methodological limits: the pilot curriculum has been used to
suit the nature and objectives of the study, drawing on the
design of the pilot and control groups
Human boundaries: The programme has been applied to a
sample of 10 cochlear-farming children aged between 6-9 years.
Spatial boundaries: The program was applied to the children
of the Cawqa farms in the center of addressing Medina, which
belongs to the city of Atfih-Giza governorate.
Time limits: The program will be from (42) sessions of three
sessions per week implemented over three and a half months
from 1-10-2021 to 15-1-2022.
Results of the study:
(1) There are statistically significant differences between the average
grades of members of the experimental and control groups in
auditory cognitive skills after the application of the program for
the benefit of the experimental group.
(2) There are statistically significant differences between the average
grades of tribal and postgraduate measurements in the auditory
cognitive skills of the members of the experimental group in
favour of dimensional measurement.
(3) There are no statistically significant differences between the mid-
grades of dimensional and tracking grades in the auditory
cognition skills of the experimental group.
(4) There are statistically significant differences between the average
grades of members of the pilot and control groups in vocal
awareness skills following the programme's application.
(5) There are statistically significant differences between the average
grades of tribal and postgraduate measurements in the vocal
awareness skills of the members of the experimental group in
favour of dimensional measurement.
(6) There are no statistically significant differences between the two
average grades of dimensional and tracking measurements in the
vocal awareness skills of the experimental group.
4
Beni Suef Universit
Faculty of Sciences for the people with special needs
Department of Language Disorders and Disorders
Researcher name
Eman Shahat Ramadan Othman.
Speech therapist
Supervision by
DR: Nermin Mahmoud Abdo DR: Abd Alaziz Abd Alaziz Amen
Assistant Professor of Psychiatric Health
at the Faculty of Education Professor Language and Speech
and Head Department of Language Disorders Disorder Faculty of Sciences
and Disorders Faculty of Science for the people for the people with special needs
with special needs - Beni Suef University. Beni Suef University
1444- 2022