Objective: A research was conducted to assess the phonological awareness in hearing-impaired children in comparison to normal children. In this context, we discussed about the ability of these children in identification of rhyme and word segmentation to syllables.
Method and Material: The sample of this study is composed of 320 children, 160 normal & 160 hearing-impaired with a hearing-loss. Of over 70 dB, studying in the 1st t 4th grade of the primary schools in Tehran. They are divided into two groups at each level (20 girls & 20 boys).
Results: 1) Hearing-impaired children&aposs scores on test related to rhyme and syllable is lower as compared with normal children. 2) Hearing-impaired children are more potent on test of word segmentation to syllables in comparison to that related to rhyme, while normal children are more successful on test of word segmentation to syllables as compared with that related to rhyme.

Discussion: Hearing is an important factor in phonological awareness. Formal education at special schools doesn&apost compensate for the hearing impairment as to development of the phonological awareness.