Language Interventions for School-Aged Children Who Are d/Deaf and Hard of Hearing: A Systematic Review and Meta-Analysis.

IF 2.2 2区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Journal of Speech Language and Hearing Research Pub Date : 2025-05-08 Epub Date: 2025-04-15 DOI:10.1044/2025_JSLHR-24-00456

Andréa Chanell Jønsberg, Tine Hovland, Tobias Busch, Ona Bø Wie, Janne von Koss Torkildsen

{"title":"Language Interventions for School-Aged Children Who Are d/Deaf and Hard of Hearing: A Systematic Review and Meta-Analysis.","authors":"Andréa Chanell Jønsberg, Tine Hovland, Tobias Busch, Ona Bø Wie, Janne von Koss Torkildsen","doi":"10.1044/2025_JSLHR-24-00456","DOIUrl":null,"url":null,"abstract":"Purpose: The main aim of the systematic review and meta-analysis was to evaluate the effectiveness of language interventions for school-aged children who are d/Deaf and hard of hearing (DHH). We focused on studies targeting meaning-based aspects of language, such as vocabulary, grammar, and narrative skills. We included randomized controlled trials and quasi-experiments with a control group and a pre-post design. A secondary aim was to describe the characteristics of effective interventions identified in the systematic review.Method: The review was preregistered in PROSPERO (ID CRD42021236085). We searched 10 academic databases for peer-reviewed journal articles reporting language interventions for children who are DHH aged 6-12 years. We assessed the quality of included studies using Critical Appraisal Skills Programme checklists. A meta-analysis was conducted on the overall effect of interventions. In addition, we calculated separate effect sizes for vocabulary and morphosyntactic knowledge.Results: We identified 14 studies totaling 794 children. Quality assessment revealed concerns of risk of bias in most studies because study characteristics were not comprehensively reported. The meta-analyses of language interventions revealed a large main effect of g = 0.79. Subdomain analyses revealed similar effects for morphosyntactic knowledge g = 0.81 and vocabulary g = 0.71.Conclusions: Few high-quality studies examine the effects of language interventions for children who are DHH. However, the studies that exist reveal robust effects, especially for morphosyntactic abilities. Intervention approaches were diverse, and the largest intervention effects were found in studies with a randomized controlled design and near-transfer outcome measures closely aligned with the intervention content. Future studies should adhere to established guidelines for reporting results from controlled experimental study designs.","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":"68 5","pages":"2634-2655"},"PeriodicalIF":2.2000,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Speech Language and Hearing Research","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1044/2025_JSLHR-24-00456","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/4/15 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}

引用次数: 0

Abstract

Purpose: The main aim of the systematic review and meta-analysis was to evaluate the effectiveness of language interventions for school-aged children who are d/Deaf and hard of hearing (DHH). We focused on studies targeting meaning-based aspects of language, such as vocabulary, grammar, and narrative skills. We included randomized controlled trials and quasi-experiments with a control group and a pre-post design. A secondary aim was to describe the characteristics of effective interventions identified in the systematic review.

Method: The review was preregistered in PROSPERO (ID CRD42021236085). We searched 10 academic databases for peer-reviewed journal articles reporting language interventions for children who are DHH aged 6-12 years. We assessed the quality of included studies using Critical Appraisal Skills Programme checklists. A meta-analysis was conducted on the overall effect of interventions. In addition, we calculated separate effect sizes for vocabulary and morphosyntactic knowledge.

Results: We identified 14 studies totaling 794 children. Quality assessment revealed concerns of risk of bias in most studies because study characteristics were not comprehensively reported. The meta-analyses of language interventions revealed a large main effect of g = 0.79. Subdomain analyses revealed similar effects for morphosyntactic knowledge g = 0.81 and vocabulary g = 0.71.

Conclusions: Few high-quality studies examine the effects of language interventions for children who are DHH. However, the studies that exist reveal robust effects, especially for morphosyntactic abilities. Intervention approaches were diverse, and the largest intervention effects were found in studies with a randomized controlled design and near-transfer outcome measures closely aligned with the intervention content. Future studies should adhere to established guidelines for reporting results from controlled experimental study designs.

查看原文本刊更多论文

失聪和听力障碍学龄儿童的语言干预：系统回顾和荟萃分析。

目的：系统回顾和荟萃分析的主要目的是评估语言干预对失聪和听障学龄儿童（DHH）的有效性。我们专注于语言中基于意义的方面的研究，如词汇、语法和叙事技巧。我们纳入了随机对照试验和准实验，其中有对照组和前后设计。第二个目的是描述系统评价中确定的有效干预措施的特征。方法：该综述在PROSPERO （ID CRD42021236085）进行预注册。我们在10个学术数据库中检索了同行评议的期刊文章，这些文章报道了6-12岁DHH儿童的语言干预。我们使用关键评估技能项目清单评估纳入研究的质量。对干预措施的总体效果进行了荟萃分析。此外，我们还分别计算了词汇和形态句法知识的效应量。结果：我们纳入了14项研究，共计794名儿童。质量评估显示大多数研究存在偏倚风险，因为研究特征没有得到全面报道。语言干预的元分析显示主效应较大，g = 0.79。子域分析显示形态句法知识g = 0.81和词汇g = 0.71也有类似的影响。结论：很少有高质量的研究考察语言干预对DHH儿童的影响。然而，现有的研究显示了强大的影响，特别是对形态句法能力。干预方法多种多样，在随机对照设计和接近转移结果测量与干预内容密切相关的研究中，发现了最大的干预效果。未来的研究应遵循既定的对照实验研究设计结果报告指南。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Speech Language and Hearing Research AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-REHABILITATION

CiteScore

4.10

自引率

19.20%

发文量

538

审稿时长

4-8 weeks

期刊介绍： Mission: JSLHR publishes peer-reviewed research and other scholarly articles on the normal and disordered processes in speech, language, hearing, and related areas such as cognition, oral-motor function, and swallowing. The journal is an international outlet for both basic research on communication processes and clinical research pertaining to screening, diagnosis, and management of communication disorders as well as the etiologies and characteristics of these disorders. JSLHR seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of communication sciences and disorders, including speech production and perception; anatomy and physiology of speech and voice; genetics, biomechanics, and other basic sciences pertaining to human communication; mastication and swallowing; speech disorders; voice disorders; development of speech, language, or hearing in children; normal language processes; language disorders; disorders of hearing and balance; psychoacoustics; and anatomy and physiology of hearing.