Literacy Outcomes in Deaf Students with Cochlear Implants: Current State of the Knowledge

Autor/inn/en	Mayer, Connie; Trezek, Beverly J.
Titel	Literacy Outcomes in Deaf Students with Cochlear Implants: Current State of the Knowledge
Quelle	In: Journal of Deaf Studies and Deaf Education, 23 (2018) 1, S.1-16 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enx043
Schlagwörter	Academic Achievement; Deafness; Assistive Technology; State of the Art Reviews; Reading Comprehension; Scores; Reading Achievement; Age; Trend Analysis; Educational Trends; Reading Tests; Achievement Tests; Writing Tests; Outcomes of Education; Peabody Individual Achievement Test; Woodcock Reading Mastery Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Schulleistung; Gehörlosigkeit; Taubstummheit; Entwicklungsstand; Leseverstehen; Leseleistung; Alter; Lebensalter; Trendanalyse; Bildungsentwicklung; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Writing test; Schreibtest; Lernleistung; Schulerfolg
Abstract	The purpose of this paper is to examine the available peer-reviewed research regarding literacy achievement in deaf children with cochlear implants. A related goal is to identify gaps in the empirical literature and suggest directions for future research. Included in this review are studies that exclusively report reading and writing outcomes for groups of students. A total of 21 studies were identified, representing those published over approximately a 20-year time period (1997-2016) and collectively reporting the literacy outcomes for over 1,000 cochlear implant users. Overall findings of the studies of reading comprehension suggest that the majority of participants achieved scores in the average range, although a wide-range of variability was reported. Only 3 studies of writing were available for review, with 2 reporting lower achievement in this area as compared to reading. Factors impacting outcomes achieved such as age at implantation, presence of additional disabilities, consistency of device use, and communication modality are explored and summarized. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01