Davenport Carrie A, Watson Martreece, Cannon Joanna E
Am Ann Deaf. 2019;164(3):363-380. doi: 10.1353/aad.2019.0018.
A systematic review explored the evidence base of literacy intervention studies that examined the early years of schooling (preschool through first grade) of participants who were d/Deaf or hard of hearing (d/Dhh). Specific inclusion criteria were used to select single-case design (SCD) studies published in peer-reviewed journals between 2004 and 2017. Fourteen studies met the criteria. Studies were evaluated according to the quality indicators for evidence-based research, individually and across studies (Horner et al., 2005; Institute for Educational Sciences, 2017; Kratochwill et al., 2013). Five of the 14 studies were categorized as "Meets Standards Without Reservations"; 7 as "Meets Standards With Reservations"; and 2 as "Does Not Meet Standards." None met the established criteria for an evidence base. Recommendations for future research are provided, with specific studies highlighted for replication to build evidence-based practices using SCD in the field of educating students who are d/Dhh.
一项系统综述探究了针对失聪或听力障碍（d/Dhh）参与者在入学早期（从学前班到一年级）的读写能力干预研究的证据基础。使用了特定的纳入标准来选取2004年至2017年间发表在同行评审期刊上的单案例设计（SCD）研究。有14项研究符合标准。根据循证研究的质量指标对这些研究进行了单独评估以及跨研究评估（霍纳等人，2005年；教育科学研究所，2017年；克拉托赫维尔等人，2013年）。14项研究中有5项被归类为“毫无保留地符合标准”；7项为“有保留地符合标准”；2项为“不符合标准”。没有一项研究符合既定的证据基础标准。文中提供了对未来研究的建议，并特别强调了一些研究以供复制，以便在教育d/Dhh学生的领域中利用单案例设计建立循证实践。
