Assessing phonological awareness in children with deafness: a review of the literature
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Abstract
Access to the alphabetic principle requires the acquisition and development of phonological skills, which should be addressed as early as possible, especially in children with deafness due to their oral language difficulties. At the same time, reliable and valid assessment tools are needed to measure the progress of these children when they undergo interventions aimed at developing these skills. Therefore, a systematic review of the literature on intervention programs aimed at developing phonological skills in children with deafness was conducted. The search for this review began with the definition and linking of words and phrases related to the study design, the population and the skill assessed, which were entered into the Scopus, Web of Science, EBSCO, ERIC, ProQuest and Google Scholar databases. The screening, synthesis and reporting procedures followed the PRISMA guidelines. Thirteen studies published in peer-reviewed journals over the last two decades were included in this review, involving a total of 268 children with hearing loss between the ages of 57 months and 15 years. Most of the studies used standardized and validated instruments to assess the phonological skills of typically developing children of the same age and/or school level. With the exception of one instrument, all other studies used the standard as a reference for assessment, and the majority chose to use all or part of the original version, while two studies made adaptations and two others created their own instruments. The use of these instruments was essential so that the professionals responsible for their use could, on the basis of their results, outline methods, strategies and resources that would contribute to the full and equal access of these children to oral and written communication
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