Examination of the relati̇onship between learning styles and language development in pre-procedural children with cochlear implant users

In this study, it was aimed to evaluate language development in pre-procedural children using cochlear implants and to determine which style they use in learning and to examine the relationship between them. In our study, 32 child participants (16 boys, 16 girls) aged between 5 years and 6 years and 11 months, using cochlear implants and having no additional disability, were included. Turkish version of "Test of Language Development Primary Fourth edition (TOLD-P4)" and "Çocuklar İçin Öğrenme Stilleri İndeksi (ÇİÖSİ)" were applied to the participants. According to the findings obtained from the study, children with cochlear implants performed lower in language development compared to their peers as a result of the study. While visual and active learning styles were preferred in the normative data, auditory and active learning styles were determined as the most preferred learning styles in children with cochlear implants in our study. A significant relationship was found with TODİL in some sub-areas of learning styles. Considering the age of cochlear implant and the time to start rehabilitation, its effect on language development was observed. The results show us that determining the learning style in children with cochlear implants can have positive effects in terms of a more effective rehabilitation process and language development.