Publisher: Elsevier Science Country of Publication: Netherlands NLM ID: 7708170 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1879-1476 (Electronic) Linking ISSN: 03858146 NLM ISO Abbreviation: Auris Nasus Larynx Subsets: MEDLINE

Cochlear Implants* , Reading* , Cognition* , Auditory Perception*/physiology , Deafness*/rehabilitation, Humans ; Male ; Female ; Adult ; Middle Aged ; Young Adult ; Educational Status ; Case-Control Studies ; Universities ; Verbal Learning ; Event-Related Potentials, P300 ; Speech Perception

Competing Interests: Declaration of competing interest The authors report there are no competing interests to declare.
Objective: The aim of study was to compare the reading, cognitive and auditory processing skills of university educated cochlear implant (CI) users and normal hearing individuals with similar levels of education and to examine the relationship between these skills. A secondary aim was to examine the relationship between the demographic information of CI users and the skills that were assessed in the study.
Methods: This study included 30 normal hearing individuals and 30 CI users who were matched for age, gender and cortical maturation. The reading speed of the participants was determined by using a text from the Informal Reading Inventory. Additionally, the Phonemic Verbal Fluency (PVF) Test, Auditory Verbal Learning Test (AVLT), P300, Frequency Pattern Test (FPT), and Gaps-in-Noise (GIN) tests were performed.
Results: Reading speed, PVF, FPT and GIN tests were significantly better in normal hearing individuals. However, AVLT and P300 results were not significantly different between the groups. Significant correlations were identified between the skills assessed in both groups. Furthermore, significant correlations were identified between the age at start of auditory (re)habilitation and reading speed in CI users.
Conclusions: Although university educated CI users have worse reading speed and auditory processing skills than their normal hearing peers, their learning and memory performance is similar. In addition, there may be different factors affecting these skills in both groups.
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