الفهرس 
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Abstract
Reading is defined as the ability to extract semantically meaningful, verbal information from written language this is considered as one of the most important cognitive academic abilities.
Reading skills involve two separate skills:
• Decoding skills which include converting letters that make up written words into spoken language sounds. Decoding skills are important when learning to read and also when reading unfamiliar words or unknown words.
• Comprehension skills which are needed in order to understand decoded words.
For the development of early reading skills there are many processes and interactions as phonological awareness skills, print awareness, early language experience, and reading experience, in addition to comprehension which depends not just on the ability to recognize words, but also on the general cognitive abilities of the child such as short-term memory.
To learn to read successfully in an alphabetic writing system, a child must develop an appreciation of the segmental nature of speech and come to realize that spoken words are composed of the smallest of these segments, the phonemes, it is the most prominent model of dyslexia which tended to focus on phonological processing deficits; a core difficulty in reading manifests itself as a deficiency within the language system, particularly at the level of phonological processing
Dyslexia is a particular learning disorder of a neurological basis. It is manifested with difficultly with correct and/or fluent word comprehension, decoding skills and poor spelling. These problems typically emerge from the language deficiency of the phonological portion, which is not related to the child’s cognitive abilities and the accessibility of sufficient classroom instruction.
Cochlear implanted children are more educated than non-implanted hearing-impaired individuals but less educated than the general population, they tended to regularly attend the mainstream school at higher rates than other hearing-impaired and disabled individuals, but they have often been found to lag behind their normal hearing peers in terms of literacy skills development
In CI children, there are some factors that have great impact on their reading abilities such as age of implantation, time of diagnosis of hearing loss, linguistic environment in which the child develops, phonological awareness, print awareness, reading comprehension, speech perception and finally memory skills and executive functions.
Application of Phonological awareness test and Arabic reading screening test on our sample:
Our sample included 30 prelingual unilateral CI children had undergone personal interview, clinical examination, audiological assessment and formal tests (Stanford-Binet Intelligence Scale-4th edition for mental status examination, language assessment by Modified Preschool Language Scale-4th edition, Phonological awareness test and Arabic reading test).
The data of our sample was handled statistically as regard to their scores in all items of Phonological awareness tasks (Segmenting, blending, deleting, isolating, rhyming and substituting of phonemes and syllables) and Arabic reading tasks (Phoneme grapheme correspondence, logographic, pseudo words reading, decoding, comprehension, semantics at word level, at sentence level) to be corrected by their fifth percentile of both tests. This handling revealed that most of the studied patients were below the 5th percentile in almost all items of both tests.
There is significant positive strong correlation between the Arabic Reading Screening Test results of the study participants and their Phonological Awareness Test results.
No statistically significant correlation was found between patients’ age at implantation and most of Phonological Awareness Test items and its total score, no statistically significant correlation between patients’ age at implantation for the group below 9 years old and all of Arabic Reading Screening Test items and its total score. Yet, almost all items as well as the total score of the Arabic Reading Screening Test were statistically significant positively correlated with the age at implantation for the group above 9 years old.
There was a statistically significant positive correlation between patients’ language ages and most of Phonological Awareness Test sub-items and most of Arabic Reading Screening Test sub-items.
There is no significant relation between total score of phonological awareness test, total score of Arabic reading test and the chosen side for implantation. Study participants who received their cochlear implants in their better-hearing ear scored better than those who received theirs in their worse-hearing ear in both the Phonological Awareness and the Arabic Reading Screening Tests; however, the difference did not reach statistical significance.