Meta-Analytic Findings on Reading in Children With Cochlear Implants.
Meta-Analytic Findings on Reading in Children With Cochlear Implants.
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关于人工耳蜗植入儿童阅读的荟萃分析结果。
DOI：
10.1093/deafed/enab010
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发表时间：
2021
影响因子：
2
通讯作者：
Hatch,JonathanL
中科院分区：
文献类型：
--
作者：
Wang,Yingying;Sibaii,Fatima;Lee,Kejin;Gill,MakaylaJ;Hatch,JonathanL
本荟萃分析研究旨在量化植入人工耳蜗的儿童与听力正常的同龄人以及植入人工耳蜗的儿童与助听器儿童（年龄在3至18岁之间）在阅读技能方面的群体差异。在筛选的5642篇文章中，47篇文章符合预定的纳入标准（发表于2002年至2019年之间）。采用基于稳健方差估计的元分析模型综合所有效应量。植入人工耳蜗的儿童在语音意识（g = - 1.62,p< 0.001）、词汇量（g = - 1.50,p< 0.001）、解码（g = - 1.24,p< 0.001）和阅读理解（g = - 1.39,p< 0.001）方面的得分明显低于正常听力的同龄人，但在流畅性（g = - 0.67,p= 0.054）方面得分不高。与助听器儿童相比，人工耳蜗儿童的语音意识得分明显低于助听器儿童（g = - 0.30,p= 0.028）。单侧人工耳蜗植入比例负向影响人工耳蜗植入儿童与正常听力儿童的组差。本研究结果证实了人工耳蜗植入对深度失聪儿童阅读效果的积极影响。一些植入人工耳蜗的儿童在教育环境中可能需要额外的支持。
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.