An Examination of the Meta-Analyses on Reading Research With Deaf and Hearing Students: Implications for Pedagogy and Practice

• In Event: 60.078 - Language and Literacy in the 21st Century

Abstract

The purpose of this qualitative meta-analysis was to systematically review both the qualitative and quantitative meta-analyses on reading research with PreK-12 students published after the report of the National Reading Panel (2000). The researchers reviewed 11 qualitative and 39 quantitative meta-analyses that examined reading research with typically-developing hearing students, special education hearing students including English language learners, and students who were d/Deaf or hard of hearing (d/Dhh). Generally speaking, results yielded findings that were similar to and corroborated those of the National Reading Panel (2000). Contradictory results were most often due to differing definitions of interventions and their measurements. Results of the analysis provided evidence for the use of several pedagogical approaches to support reading development in d/Dhh children.

Authors

• Ye Wang, Teachers College, Columbia University

• Cheri Williams, University of Cincinnati