Phonological skills intervention for students with hearing loss: a systematic review
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Abstract
Phonological awareness skills should be developed as early as possible because they develop the ability to decode sounds and letters, which allows later access to the alphabetic principle. However, in the case of children
with hearing loss, there is a lack of studies to assess the effectiveness of evidence-based practices in improving phonological processing in these children. Therefore, a systematic review of the literature was conducted, including studies of interventions that focus on the development of phonological skills in children with hearing loss. The research synthesis and reporting procedures followed the PRISMA guidelines. This review includes thirteen
studies published in peer-reviewed journals over the last two decades, involving a total of 268 children with hearing loss, aged 57 months to 15 years, of nine nationalities, with Israel and the United States being the most representative countries. In terms of duration, the interventions ranged from six to thirty-six weeks, with a frequency that varied between two and four sessions per week, for an average of 30 hours of intervention. Regarding the use of hearing aids, most of the children used traditional amplification devices. The interventions reviewed in this study without exception reported, significant improvements in the phonological skills of the deaf children who
participated in them, at the level of phonemes, syllables and rhymes, which reinforces the urgency of addressing these skills as early as possible in order to ensure true inclusion of these children in access to language, in its
oral and written forms, taking into account bilingual education. The limitations faced by some studies during their interventions should be seen as an improvement for future research.
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