Meta-Analytic Findings on Reading in Children With Cochlear Implants
Bibliographic Data
| ID | 15017203 |
|---|---|
| Authors | Yingying Wang (0000-0002-2218-3237, University of Nebraska System, corresponding author), Fatima Sibaii (University of Nebraska System), Kejin Lee (0000-0001-6775-282X, University of Nebraska System), Makayla J Gill (University of Nebraska System), Jonathan L Hatch (0000-0002-3666-5392, University of Nebraska Medical Center) |
| Year | 2021 |
| Volume | 26 |
| Issue | 3 |
| Pages | 336-350 |
| Publication date | 2021-06-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/deafed/enab010 |
| PMID | 33993237 |
| OpenAlex | W3163774922 |
| Language | EN |
| Citations received | 8 |
| References cited | 109 |
This meta-analysis study aims to quantify the group differences in reading skills between children with cochlear implants and their hearing peers and between children with cochlear implants and children with hearing aids (aged between 3 and 18 years old). Of the 5,642 articles screened, 47 articles met predetermined inclusion criteria (published between 2002 and 2019). The robust variance estimation based meta-analysis models were used to synthesize all the effect sizes. Children with cochlear implants scored significantly lower than their hearing peers in phonological awareness (g = −1.62, p < 0.001), vocabulary (g = −1.50, p < 0.001), decoding (g = −1.24, p < 0.001), and reading comprehension (g = −1.39, p < 0.001), but not for fluency (g = −0.67, p = 0.054). Compared to children with hearing aids, children with cochlear implants scored significantly lower in phonological awareness (g = −0.30, p = 0.028). The percentage of unilateral cochlear implant negatively impacts the group difference between children with cochlear implants and their hearing peers. Findings from this study confirm a positive shift in reading outcomes for profoundly deaf children due to cochlear implantation. Some children with cochlear implants may need additional supports in educational settings
Audiology · Cochlear implant · Cochlear implantation · Fluency · Literacy · Meta-analysis · Phonological awareness · Hearing Impairment and Communication · Hearing Loss and Rehabilitation · Hearing, Cochlea, Tinnitus, Genetics · Internal Medicine · Medicine · Psychology
Curriculum and Instruction for Deaf and Hard of Hearing Students
Communication, Language, and Modality in the Education of Deaf Students
Meta-analytic results on reading comprehension, reading fluency and listening comprehension skills in students using cochlear implants / Resultados metanalíticos sobre las competencias de comprensión lectora, fluidez de lectura y comprensión oral de los alumnos usuarios de implantes cocleares
Speech Accuracy and Reading in Children with Cochlear Implants
Deafness and Specific Learning Disorder
Age of cochlear implantation and ASL skill impact literacy development
Tales of a fourth-grade nothingburger
Variation in second-grade reading in children who are deaf and hard-of-hearing
Variability in Early Communicative Development
Phonological awareness and visual skills in learning to read Chinese and English
Distribution Theory for Glass's Estimator of Effect Size and Related Estimators
Rapid “Automatized” Naming of Pictured Objects, Colors, Letters and Numbers by Normal Children
Fluency and Comprehension Gains as a Result of Repeated Reading
Spoken Language Development in Children Following Cochlear Implantation
Outlier and influence diagnostics for meta-analysis
Beyond phonological skills
A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions
Robust variance estimation in meta‐regression with dependent effect size estimates
Small-Sample Adjustments for Tests of Moderators and Model Fit Using Robust Variance Estimation in Meta-Regression
Rapid Automatized Naming (RAN) and Reading Fluency
Predicting reading comprehension in early elementary school
Bias in meta-analysis detected by a simple, graphical test
Decoding, Reading, and Reading Disability
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants
Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants
Foundations for Literacy
Reading and Spelling Abilities of Deaf Adolescents With Cochlear Implants and Hearing Aids
Reading Comprehension of Deaf Children With Cochlear Implants
Vocabulary Knowledge of Children With Cochlear Implants
Literacy Outcomes in Deaf Students with Cochlear Implants
What Really Matters in the Early Literacy Development of Deaf Children
Oral language deficits in familial dyslexia
Matthew Effects in Reading
Misunderstood Statistical Assumptions Undermine Criticism of the National Early Literacy Panel’s Report
The National Early Literacy Panel
Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development
A power primer
The file drawer problem and tolerance for null results
| Citations per year | 2 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |