{"title":"The Effectiveness of Linguistic Intervention in Children With Hearing Loss: A Systematic Review and Meta-Analysis.","authors":"Graciela Arráez Vera, Carolina Gonzálvez, Nuria Antón Ros","doi":"10.1044/2025_JSLHR-24-00589","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Vocabulary, grammar, and discourse skills represent distinct dimensions of language ability in young children. Research suggests that individuals with hearing loss often have difficulties with language skills as compared to their hearing counterparts. The aim of this systematic review and meta-analysis is to analyze the effectiveness of linguistic interventions aimed at improving oral discourse in children with hearing loss.</p><p><strong>Method: </strong>A systematic review was conducted according to the PRISMA 2020 statement in five databases. A total of 23 studies were included in the systematic review. From this sample unit, 12 studies were included in the meta-analysis since they had sufficient data for analysis from a meta-analytic approach. Two meta-analyses were performed, one for each dimension of oral discourse skills, differentiating between macrostructure and microstructure and calculating the effects of the intervention and potential moderating variables.</p><p><strong>Results: </strong>The results suggest positive effects of the interventions with effect sizes of <i>d</i> = 1.01 (95% confidence interval [CI; 0.58, 1.45], <i>p</i> < .001) for macrostructure and <i>d</i> = 0.87 (95% CI [0.02, 0.60], <i>p</i> < .001) for microstructure. Moderator variable analyses showed that the number of participants was the only significant factor identified for the microstructure dimension.</p><p><strong>Conclusions: </strong>Linguistic intervention programs improve the language of children with hearing loss. Most of these interventions include therapies that use visual supports and grammar instruction. However, these results should be interpreted with caution given the small number of studies and their high heterogeneity.</p>","PeriodicalId":51254,"journal":{"name":"Journal of Speech Language and Hearing Research","volume":"68 5","pages":"2656-2673"},"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-24-00589","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/4/21 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose: Vocabulary, grammar, and discourse skills represent distinct dimensions of language ability in young children. Research suggests that individuals with hearing loss often have difficulties with language skills as compared to their hearing counterparts. The aim of this systematic review and meta-analysis is to analyze the effectiveness of linguistic interventions aimed at improving oral discourse in children with hearing loss.
Method: A systematic review was conducted according to the PRISMA 2020 statement in five databases. A total of 23 studies were included in the systematic review. From this sample unit, 12 studies were included in the meta-analysis since they had sufficient data for analysis from a meta-analytic approach. Two meta-analyses were performed, one for each dimension of oral discourse skills, differentiating between macrostructure and microstructure and calculating the effects of the intervention and potential moderating variables.
Results: The results suggest positive effects of the interventions with effect sizes of d = 1.01 (95% confidence interval [CI; 0.58, 1.45], p < .001) for macrostructure and d = 0.87 (95% CI [0.02, 0.60], p < .001) for microstructure. Moderator variable analyses showed that the number of participants was the only significant factor identified for the microstructure dimension.
Conclusions: Linguistic intervention programs improve the language of children with hearing loss. Most of these interventions include therapies that use visual supports and grammar instruction. However, these results should be interpreted with caution given the small number of studies and their high heterogeneity.
目的：词汇、语法和话语技能是幼儿语言能力的不同维度。研究表明，与听力正常的人相比，听力损失的人往往在语言技能方面存在困难。本系统回顾和荟萃分析的目的是分析旨在改善听力损失儿童口语话语的语言干预的有效性。方法：根据PRISMA 2020声明对5个数据库进行系统评价。系统评价共纳入了23项研究。从这个样本单元中，12项研究被纳入荟萃分析，因为它们有足够的数据可以用荟萃分析方法进行分析。进行了两项荟萃分析，分别针对口头话语技能的每个维度，区分宏观结构和微观结构，并计算干预的效果和潜在的调节变量。结果：结果表明干预措施具有积极作用，效应量为d = 1.01(95%置信区间[CI；0.58, 1.45], p < .001), d = 0.87 （95% CI [0.02, 0.60], p < .001）。调节变量分析表明，参与人数是影响微观结构维度的唯一显著因素。结论：语言干预方案可以提高听力损失儿童的语言能力。这些干预措施大多包括使用视觉支持和语法指导的治疗。然而，考虑到研究数量少且异质性高，这些结果应谨慎解释。
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.
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