Mayer Connie, Trezek Beverly J
York University.
DePaul University.
J Deaf Stud Deaf Educ. 2018 Jan 1;23(1):1-16. doi: 10.1093/deafed/enx043.
The purpose of this paper is to examine the available peer-reviewed research regarding literacy achievement in deaf children with cochlear implants. A related goal is to identify gaps in the empirical literature and suggest directions for future research. Included in this review are studies that exclusively report reading and writing outcomes for groups of students. A total of 21 studies were identified, representing those published over approximately a 20-year time period (1997-2016) and collectively reporting the literacy outcomes for over 1,000 cochlear implant users. Overall findings of the studies of reading comprehension suggest that the majority of participants achieved scores in the average range, although a wide-range of variability was reported. Only 3 studies of writing were available for review, with 2 reporting lower achievement in this area as compared to reading. Factors impacting outcomes achieved such as age at implantation, presence of additional disabilities, consistency of device use, and communication modality are explored and summarized.
本文旨在研究关于接受人工耳蜗植入的聋儿读写能力的同行评审研究。一个相关目标是找出实证文献中的空白，并为未来研究提出方向。本综述纳入了专门报告学生群体阅读和写作成果的研究。共确定了21项研究，这些研究发表于大约20年的时间段（1997年至2016年）内，共同报告了1000多名人工耳蜗使用者的读写能力成果。阅读理解研究的总体结果表明，大多数参与者的分数处于平均水平，不过报告的分数范围差异很大。可供审查的写作研究只有3项，其中2项报告称该领域的成绩低于阅读成绩。文中探讨并总结了影响所取得成果的因素，如植入时的年龄、是否存在其他残疾、设备使用的一致性以及沟通方式。
