The Relationship Between the Morphosyntactic Level and Word Comprehension Among Deaf Children with Cochlear Implants Integrated in Regular Schools, Aged 11–12 Years

Abstract

This study explores the relationship between the morphosyntactic level and word comprehension in deaf children aged 11–12 years with cochlear implants integrated into regular schools. Research consistently shows that despite improved auditory access after implantation, these children continue to experience persistent morphosyntactic difficulties, including challenges with inflection, grammatical case markers, and sentence structure. Such deficits directly affect their ability to comprehend words within context, as lexical meaning depends on grammatical positioning and syntactic relations. Evidence also indicates that early implantation, continuous speech therapy, and supportive linguistic environments enhance comprehension outcomes, yet morphosyntactic development remains delayed compared to hearing peers. The findings highlight the need for rehabilitation programs that integrate auditory training with targeted morphosyntactic intervention to support more effective language development in cochlear-implanted children.