View in EDS PDF Full Text

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

Saved in:
Bibliographic Details
Title: Language Interventions for School-Aged Children Who Are d/Deaf and Hard of Hearing: A Systematic Review and Meta-Analysis.
Authors: Jønsberg, Andréa Chanell1,2 a.c.jonsberg@isp.uio.no, Hovland, Tine3, Busch, Tobias1, Wie, Ona Bø1, von Koss Torkildsen, Janne1,2
Source: Journal of Speech, Language & Hearing Research. May2025, Vol. 68 Issue 5, p2634-2655. 22p.
Subject Terms: *Comparative grammar, *Vocabulary, *Speech therapy, *ERIC (Information retrieval system), *Children, Medical information storage & retrieval systems, Treatment effectiveness, Meta-analysis, Systematic reviews, MEDLINE, Deafness, Medical databases, Hard of hearing people, Psychology information storage & retrieval systems
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 185140642
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Language Interventions for School-Aged Children Who Are d/Deaf and Hard of Hearing: A Systematic Review and Meta-Analysis.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jønsberg%2C+Andréa+Chanell%22">Jønsberg, Andréa Chanell</searchLink><relatesTo>1,2</relatesTo><i> a.c.jonsberg@isp.uio.no</i><br /><searchLink fieldCode="AR" term="%22Hovland%2C+Tine%22">Hovland, Tine</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Busch%2C+Tobias%22">Busch, Tobias</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Wie%2C+Ona+Bø%22">Wie, Ona Bø</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22von+Koss+Torkildsen%2C+Janne%22">von Koss Torkildsen, Janne</searchLink><relatesTo>1,2</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. May2025, Vol. 68 Issue 5, p2634-2655. 22p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Comparative+grammar%22">Comparative grammar</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+therapy%22">Speech therapy</searchLink><br />*<searchLink fieldCode="DE" term="%22ERIC+%28Information+retrieval+system%29%22">ERIC (Information retrieval system)</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+information+storage+%26+retrieval+systems%22">Medical information storage & retrieval systems</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+effectiveness%22">Treatment effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+databases%22">Medical databases</searchLink><br /><searchLink fieldCode="DE" term="%22Hard+of+hearing+people%22">Hard of hearing people</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185140642
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2025_JSLHR-24-00456
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 2634
    Subjects:
      – SubjectFull: Comparative grammar
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Speech therapy
        Type: general
      – SubjectFull: ERIC (Information retrieval system)
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Medical information storage & retrieval systems
        Type: general
      – SubjectFull: Treatment effectiveness
        Type: general
      – SubjectFull: Meta-analysis
        Type: general
      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: MEDLINE
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Medical databases
        Type: general
      – SubjectFull: Hard of hearing people
        Type: general
      – SubjectFull: Psychology information storage & retrieval systems
        Type: general
    Titles:
      – TitleFull: Language Interventions for School-Aged Children Who Are d/Deaf and Hard of Hearing: A Systematic Review and Meta-Analysis.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jønsberg, Andréa Chanell
      – PersonEntity:
          Name:
            NameFull: Hovland, Tine
      – PersonEntity:
          Name:
            NameFull: Busch, Tobias
      – PersonEntity:
          Name:
            NameFull: Wie, Ona Bø
      – PersonEntity:
          Name:
            NameFull: von Koss Torkildsen, Janne
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Text: May2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 10924388
          Numbering:
            – Type: volume
              Value: 68
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Journal of Speech, Language & Hearing Research
              Type: main
ResultId 1