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
Bibliographic Data
| ID | 21479505 |
|---|---|
| Authors | Gamze Ak (0000-0001-7889-3636, Graduate Education Institute, Anadolu University, corresponding author), H Pelin Karasu (0000-0002-9612-9858, Anadolu University) |
| Year | 2026 |
| Volume | 49 |
| Issue | 2 |
| Pages | 546-582 |
| Publication date | 2026-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal for the Study of Education and Development Infancia y Aprendizaje (JOURNAL) |
| Journal identifiers | ISSN: 0210-3702 • E-ISSN: 1578-4126 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/02103702261425392 |
| OpenAlex | W7138135088 |
| Language | ES |
| References cited | 68 |
This research employs the meta-analysis method to examine the reading comprehension, reading fluency and listening comprehension skills of students using cochlear implants and their hearing peers. The effect size of 35 studies that met the inclusion criteria was calculated. An examination of overall effect size reveals that students using cochlear implants perform poorly compared to their hearing peers in reading comprehension, reading fluency and listening comprehension skills. Additional analyses demonstrate that cochlear implant age and chronological age do not account for the difference in reading comprehension skills. In contrast, chronological age seems to be the underlying reason for the difference in reading fluency performance. Further, it has become clear that there is a need for various studies that can explain this difference regarding listening comprehension skills. Based on the research findings, it can be suggested that the assessment of the reading skills of students using cochlear implants may require a holistic approach encompassing not only reading comprehension skills but also reading fluency and listening comprehension with an eye to curriculum development improvement
Active listening · Cochlear implant · Comprehension · Fluency · Listening comprehension · Reading comprehension · Hearing Impairment and Communication · Reading and Literacy Development · Subtitles and Audiovisual Media
Introduction to Meta‐Analysis
The File-Drawer Problem Revisited
A Fail-Safe N for Effect Size in Meta-Analysis
How to do a meta‐analysis
Operating Characteristics of a Rank Correlation Test for Publication Bias
Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants
Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry
Morpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implants
Reading and Theory of Mind in Adolescents with Cochlear Implant
Home Literacy Experiences and Shared Reading Practices
Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling
Language and Reading Progress of Young Deaf and Hard-of-Hearing Children
Vocabulary Knowledge of Children With Cochlear Implants
Literacy Outcomes in Deaf Students with Cochlear Implants
Reading Fluency in Young Elementary School Age Deaf and Hard-of-Hearing Children
Effect of Teacher Questions on the Reading Comprehension of Deaf Children
Meta-Analytic Findings on Reading in Children With Cochlear Implants
Concurrent Correlates and Predictors of Reading and Spelling Achievement in Deaf and Hearing School Children
The file drawer problem and tolerance for null results
| Highly cited | No |
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