Are We Hammering Square Pegs into Round Holes? An Investigation of the Meta-Analyses of Reading Research with Students Who Are d/Deaf or Hard of Hearing and Students Who Are Hearing

Autor/inn/en	Wang, Ye; Williams, Cheri
Titel	Are We Hammering Square Pegs into Round Holes? An Investigation of the Meta-Analyses of Reading Research with Students Who Are d/Deaf or Hard of Hearing and Students Who Are Hearing
Quelle	In: American Annals of the Deaf, 159 (2014) 4, S.323-345 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Reading Research; Meta Analysis; Deafness; Hearing Impairments; Elementary Secondary Education; Special Education; Reading Strategies; Children; Reading Instruction; Reading Skills; Instructional Effectiveness; Reading Fluency; Qualitative Research; Literature Reviews; Search Strategies; Statistical Analysis + Suchen Sie Ihr Suchwort? Leseforschung; Meta-analysis; Metaanalyse; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Reading strategy; Leselernstufe; Lesetechnik; Child; Kind; Kinder; Leseunterricht; Reading skill; Lesefertigkeit; Unterrichtserfolg; Qualitative Forschung; Suchstrategie; Statistische Analyse
Abstract	In a qualitative meta-analysis , the researchers systematically reviewed qualitative and quantitative meta-analyses on reading research with PK-12 students published after the 2000 National Reading Panel (NRP) report. Eleven qualitative and 39 quantitative meta-analyses were reviewed examining reading research with typically developing hearing students, special education hearing students (including English Language Learners), and d/Deaf or hard of hearing (d/Dhh) students. Generally, the meta-analysis yielded findings similar to and corroborative of the NRP's. Contradictory results (e.g., regarding the role of rhyme awareness in reading outcomes) most often resulted from differing definitions of interventions and their measurements. The analysis provided evidence of several instructional approaches that support reading development. On the basis of the qualitative similarity hypothesis (Paul, 2010, 2012; Paul & Lee, 2010; Paul & Wang, 2012; Paul, Wang, & Williams, 2013), the researchers argue that these instructional strategies also should effectively support d/Dhh children's reading development. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01