الفهرس 
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Abstract
The following randomized comparative intervention study was conducted on 55 preschool and school aged children with hearing impairment and proceeded in the following order:
1. Formulation of the rehabilitation program
In this study the ”prosody treatment program”(178) rehabilitation program was translated and modified to be used for Arabic speaking Egyptian children with hearing impairment.
The “prosody treatment program” (178)
It is an evidence-based practice targeting receptive and expressive prosodic skills in addition to speech production, intelligibility, pragmatics and phonology.
The program incorporates the principles of validated prosodic rehabilitation strategies such as Dynamic Temporal and Tactile Cueing (DTTC), Melodic Intonation Therapy, Lee Silverman Voice Treatment in addition to expert professional practice.
The program was applied using a systematic approach of providing cues to help accelerate the child’s learning of the prosodic skills targeted in the program. Cues are adapted from the Dynamic Temporal and Tactile Cueing (DTTC) for Speech Motor Learning hierarchy.(179) It aims at improving motor planning, and programming speech processing as speech and language acquisition progresses.
The following hierarchies of cueing levels were used starting with the hardest level and moving back as needed if the child was unsuccessful and progressing one step at a time until the child was successful in acquiring the targeted skill.
• Receptive Task Cues
1. Model the utterance with slightly exaggerated prosody and gesture cues while the child watches your face.
2. Model the utterance with slightly exaggerated prosody while the child watches your face.
3. Model the utterance with natural prosody while the child watches your face.
4. Model the utterance with natural prosody without the child watching your face.
• Expressive Task Cues
1. The child says the utterance in unison with you.
2. The child repeats the utterance while watching your face.
3. The child repeats the utterance without seeing your face.
4. The child repeats the utterance without seeing your face, after a 2-3 second delay.
5. The child says the utterance independently.
The program is divided into tw