الفهرس 
الفصل الأول: مدخل الدراسةيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Language is still the most important, easy and sustainable communication means. Since the beginning of creation, human victory has been granted to word. (Abdul Raziq Hussein, 2010, p 37).
Upon given birth, an infant has an innate language predisposition. An infant is capable to acquire language since the earlier months. It completely relies on audible words (Khawla Yahia & Magda Ebeid, 2007, p 23).
Vulchanova & Lervag (2021) study asserted that hearing impaired children are vulnerable to low quality linguistic inputs risk. Hearing impairment requires voice deformation, hence, language impairment and deterioration.
Certain studies also emphasized a significant correlation between difficulties in pragmatic skills use and poor social interactions, as well as poor expressive language, in hearing impaired children. (Goberis, Dalpe, Abrischs, Baca & Yoshinaga- Itano, 2012).
Razalli, Thomas, Mamat & Yusuf (2018) indicated that among hearing impaired qualification programs is one that relies on event narrating by trainers or parents. Visual materials (e.g. tales and picture cards) have a highly attraction influence on a child. Words that include a pictured text can not be forgotten. Moreover, ears are the eyes of hearing impaired persons. They are visually oriented.
As narration embraces many visual materials, pragmatic skills can be acquired by narrative language development in deaf and hearing impaired children (Arfe,2015,p.182).
Study issue:
The following questions make up the study problem:
1. What is the influence of narrative language intervention on the development of pragmatic language skills in hearing impaired children?
2. What is the influence of narrative language intervention (following a one-month period) on the development of pragmatic language skills in hearing impaired children?
Objectives
The current study aimed to:
1. Develop pragmatic language skills in hearing impaired children.
2. Find out if the study influence can survive the follow-up period (one month).
Significance
The current study is significant due to:
1. Adequate orientation of pragmatic language skills as it opens the door for hearing impaired children to be integrated into non-hearing impaired society.
2. Focus on linguistic capabilities (narrative language) to attract researchers as they are significant to improve social communication skills in hearing impaired children.
3. The subject group (hearing impaired) needs more care since it has distinctive features.
4. Easy and simple programs which are based on fun learning as well as visual-auditory combination are required to develop social skills.
5. Making use of a child’s tendency to drawings and colors as well as using the pictures which can attract a child’s attention even more in a simple way. A child sees then imitates them. Hence, it interacts, learns and enjoys.
Parameters
1. Human parameters
The sample consisted of 7 hearing impaired (fe) male children aged between 6-9 years old.
2. Space parameters
The Researcher had access to many special needs centers in Assuit governorate (i.e. Yes I Can and Cayan centers) where was the sample, subject to therapeutic sessions.
3. Time parameters
Therapeutic sessions lasted for three months and one day; three sessions a week (Feb 2021 – May 2021). The program included 37 sessions.
Tools
1. Stanford-Binet Intelligence Scales (SB5) (standardized by Mahmoud Abu Elnil, 2011).
2. Pragmatic language skills Test (translated into Arabic by Hamadah El-Zayat, 2016).
3. Narrative language intervention based training sessions (prepared by The Researcher)
Hypotheses
1. There are statistically significant differences (inclined towards post-application) among the average grades of the hearing impaired children in pragmatic language skills test before and after the application of narrative language intervention based sessions.
2. There are no statistically significant differences among the average grades of the hearing impaired children in the post and consecutive measurements of the pragmatic language skills test.
Findings
1. There are statistically significant differences (in favor of post-application average grades) at significance level (0.01) among the average grades of the children experimental group in the pre and post measurements of the pragmatic language skills test for the hearing impaired children. That is, within the total score of the pragmatic language skills test, the average grades of the children experimental group in post measurement are more statistically significant than the same in pre measurement. This validates the first hypothesis.
2. There are no statistically significant differences in the average grades of the hearing impaired children between post and consecutive measurements of the pragmatic language skills test for the hearing impaired children. That is, there is a proximity in the average grades of the children experimental group between post and consecutive measurements. This validates the second hypothesis.
Adopted statistical methods
1. For hypotheses validation, paired samples Wilcoxon test.
2. Pearson correlation coefficient.
3. Arithmetic mean.
4. Standard deviation.
5. Chi2
Recommendations
1. Hearing impaired children must interact with the surrounding society.
2. All such programs supporting enhancement of the personal and cognitive aspects in hearing impaired children are to be given much attention.
3. Parents should be oriented that environment is the essential supporting factor for children and that indoors training is a must. They should not rely only on going to the respective centers.
4. Selection of the activities which can attract a child’s attention and tools should be constantly varied.
5. Narrative language intervention is to be considered a main constituent of treatment programs for language and speech disorders in hearing impaired children in particular and children with special needs in general.
6. Providing training workshops for families and teachers to learn the importance of pragmatic language skills and how to invest the capabilities of their children with special needs.
Recommended studies
1. Efficiency of group sessions for hearing impaired children to develop their adaptability with others.
2. Pictures efficacy in speech improvement for hearing impaired children.
3. Turn taking efficacy in social interaction improvement for hearing impaired children.
4. Efficiency of early intervention for hearing impaired children.