Evaluating the Reading Comprehension Skills of Cochlear-Implanted Children in Inclusive Educational Settings

Abstract

The present study aimed to assess the level of reading comprehension in cochlear-implanted children integrated into mainstream schools. The following hypothesis was proposed: the reading comprehension level among a sample of cochlear-implanted children in inclusive settings is characterized as average. To achieve the study's objective, a descriptive case study approach was adopted, as it aligns with the nature of the topic under investigation. A reading comprehension test was developed and administered to a sample of four cochlear-implanted children (2 males and 2 females) from the Algiers province. These participants were enrolled in the fourth grade of primary school, aged between 11 and 13 years, and integrated into regular educational settings. The results revealed that the reading comprehension level of the study cases was of an average level.

It can be said that the current study achieved its goal and was able to answer its question through the hypothesis, but we cannot generalize the results due to the small sample size, which opens the way for studying the need to develop reading assessment tools that take into account the language and auditory characteristics of children with cochlear implants.  With the need to train teachers on how to deal with this category educationally within the integrated section, in addition to the need to pay attention