目的：探讨植入人工耳蜗儿童和配戴助听器儿童在语音识别、声调识别及语音清晰度上是否存在差异，以期为助听器及人工耳蜗术后康复提供参考依据。方法选取55名听障儿童，其中助听器组25名，人工耳蜗组30名；采用听觉语言能力评估词表进行评估；利用SPSS 16.0对评估结果进行统计分析。结果听障儿童的韵母识别率显著高于声母识别率(t=3.505,P=0.001)；助听器组韵母识别率显著高于声母识别率（t=3.672,P=0.001）；人工耳蜗组韵母识别率与声母识别率无显著性差异（t=1.517,P=0.135）；人工耳蜗组的声母识别显著高于助听器组（t=3.508,P=0.01）；两组儿童的韵母识别、双音节词声调识别及语音清晰度之间无显著差异(均P>0.05)；人工耳蜗组和助听器组的语音清晰度变异系数均大于20%，离散程度较大。结论听障儿童的康复教学应重视声母识别训练，同时关注个体之间的差异。%Objective To explore whether there are differences in speech recognition, tone recognition, and speech intelligibility scores between cochlear implant children and hearing aid children, providing references for rehabilitation. Methods 55 children (HA 25, CI 30) participated in this study. The abilities of auditory and speech of these children were evaluated. The results were analyzed using SPSS 16.0 software.ResultsConsonant recognition of the two groups were both significantly lower than the vowel recognition. Monosyllables and two-syllable word of tone recognition of hearing aid group were higher than cochlear implant group. The speech intelligibility of cochlear group was slightly higher than the hearing aid group. In speech recognition, two-syllable word of tone recognition and speech intelligibility, there were no significant differences between the two groups of children (P> 0.05). The coefficient of variation of the speech intelligibility of the two groups children were greater than 20%.Conclusion It should pay attention to consonant recognition and individual difference in hearing and speech rehabilitation of hearing-impaired children.
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