This research investigated the early language development of children who are cochlear recipients in this population, with the objective of identifying language acquisition profiles and determining how they were affected by chronological age, duration of use (its initiation time and total period in months), and the effects of the timing of the intervention. Design: A descriptive cross-sectional study. A structured questionnaire was applied to parents and speech-language pathologists in Medina, Saudi Arabia. The sample comprised 78 children within the ages of 1–5 who were using cochlear implants. The questionnaire included 28 language skills, which ranged from basic auditory-receptive abilities to syntactic knowledge.

The results revealed a clear rank-ordering of language development. The item pool and receptive skills demonstrated the highest achievement rates, with the recognition of personal items at 93.59% and various interactional skills exceeding 90%. Higher-order expressive and syntactic skills, in contrast, were significantly impaired. The lowest attainment rates were found for generating three- to four-word utterances (55.89%) and for comprehending complex question forms, such as "why," "who," and "how many" (57.69%), indicating an ongoing delay in acquiring more complex language structures.

The instrument had excellent reliability (Cronbach’s alpha = .949). Trends toward significance indicated that a younger age at cochlear implantation and an earlier onset of language intervention were related to higher linguistic profiles, while a greater amount of device experience correlated with better overall language performance. Together, the results show that Arabic-speaking children with cochlear implants develop basic language skills more easily than complex syntax. The findings highlight the need for early implantation, continuous intervention, and culturally and linguistically appropriate interventions to achieve higher-level language development.