Vestibular-proprioceptive systems in children using cochlear implants; evaluation of the effect on reading, writing and language skills

This thesis aims to evaluate the relationship between vestibular-proprioceptive systems and reading, writing, and language skills in children using cochlear implants. A total of 48 children (24 unilateral and 24 bilateral CI users) attending 1st and 2nd grade participated in the study. Language skills were assessed using "the Turkish School-Age Language Development Test (TODIL)", reading and writing skills with "the Reading and Writing Assessment Battery (OYAB)", and vestibular-proprioceptive systems with "the Ayres Sensory Integration Assessment (EASI)". Results revealed a strong and significant correlation between TODIL and OYAB composite scores, although no significant group differences were found. In the EASI, normative performance rates were higher in Proprioception, Ocular Motor, and Ocular Praxis, whereas below-norm performance was more frequent in Vestibular Nystagmus and Balance, with no group differences in any domain. Significant associations emerged between Vestibular Nystagmus, Proprioception, Oculo-Motor scores and TODIL composite scores. Positive correlations were also found between EASI subtests and Reading, Reading Comprehension, and OYAB composite scores; however, the Writing composite score was significantly correlated with all EASI subtests except Proprioception. Text Structure Quality was positively associated with Proprioception. These findings highlight not only the influence of vestibular-proprioceptive systems on language and literacy skills in children with CIs but also underscore the importance of supporting these systems in rehabilitation for comprehensive development.