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The aim of this study was to examine the relationships between reasoning, working memory, and language in children with cochlear implants. A battery of tests of language, working memory, reasoning tasks, and speech perception tests was administered to each child. The participants were twenty-five children with deaf who had cochlear implant surgery before the age of 3. Parallel mediation analysis was conducted. The cause of reasoning is the working memory, however this effect is shown with the indirect effects of receptive and expressive language skills. As a result, activities to improve verbal working memory and receptive and expressive language skills might improve reasoning skills of children with cochlear implants.

As a Class II evidence based approach, Auditory Verbal Therapy (AVT) hasn't been implementing widely. The aim of this study was determined the opinions of teachers' who use AVT in their practices about practicality of AVT, their expectations from each other and AVT practices in Turkey, and also specify the teachers' perspective about AVT course intensity in undergraduate education. For this purpose semi-structured interview was conducted with five teachers who implemented AVT at least three years and with five families who were involved in AVT training for the last 2 years. This study was conducted as a descriptive design which is one of the qualitative research studies. Content analysis and descriptive analysis were used. In the results, teachers stated that working in person with hearing impaired children's families has positive impact on speech perception, language development and speech production. Additionally, they agreed that AVT hasn't been known adequately in Turkey and they needed more courses in their undergraduate educations. As a result it is thought that if AVT takes more place during undergraduate education and teachers can have in-service education about it, AVT may become widespread and may become more useful for children with hearing loss and their families.

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The aim of this study was to examine the effect of online multi-component strategy instruction (MCCSI) on students with cochlear implants (CIs) regarding their reading comprehension. Moreover, it was to examine whether the students maintained and generalized the skills they acquired as well as the student’ and their mothers’ opinions regarding the intervention. This research was carried out with a multiple probe design across subjects. Three students with CIs who were in the fourth or fifth grade participated in this study. As a result, online MCCSI was found to be effective with a large effect size for all three students, and the students maintained their acquired skills at three and six weeks following the intervention. Additionally, two of the students were able to generalize the strategies they learned. Moreover, the opinions of the participating students and families regarding the social validity of the research were positive.