A concise Description of Non-linguistic features (Such as Familial, educational and Health information) and linguistic skills in hard of hearing children will be helpful in compensating for their disabilities. In the current study we studied 75 school-Children with average hearing Thresholds of 55-70dB in better ear. All the subjects aged between 8-16years-old with the average age of 11.04.We studied 27 non-linguistic variables by using questionnaire and 32 grammatical variables by studying evoked speech in the participants. The average utterance length of the subjects was estimated 2.763 words. 29% of the all participants' utterances was accurate and just 16.3% of the verbs were produced accurately.One of the most common errors in sentence and verb level, was the mistaken ably omitting of the structural features, the tense problem of the verb and also the mismatching between subject and verb. We also observed a significant correlation between some non-linguistic features such as grade, previous education in conventional schools and the rate of hearing aid usage and the number of accurate utterances in participants.

Background and Aim: Grammatical skills development of hearing-impaired children depends on using appropriate educational rehabilitation programs. This study aims to investigate the effectiveness of linguistic plays on the grammatical skills in hearing-impaired children with hearing aids.

Methods: Ten hearing-impaired children with hearing aids, aged between 5 and 7, were randomly assigned to two groups (5 children in each group). Each treatment group received 12 sessions on linguistic plays. The grammatical skills of these children were evaluated via the TOLD-P: 3 (Persian version) in addition, their level of intelligence was assessed by the Raven test.

Results: The difference between the scores of both control and treatment groups revealed a statistically significant difference in grammatical skills (t=7.61, p=0.001) and three subskills of the children who participated in the linguistic plays. These subskills include syntactic understanding (t=3.16, p=0.013), sentence imitation (t=1.71, p=0.006), and morphological completion (t=6.55, p=0.001). In other words, the findings suggest that linguistic plays have a significant impact on the improvement of the aforementioned skills in hearing-impaired children.

Conclusion: Results suggest that it would be beneficial to include linguistic plays as part of routine rehabilitation programs as a means of improving the grammatical difficulties of children. After partaking in linguistic plays, children significantly improved their ability to comprehend the meaning of sentences and also to recognize, understand, and use common Persian morphological forms.