An examination of the evidence-based literacy research in deaf education.
The ability to read and write for a variety of purposes is essential to success in school and in contemporary society. The purpose of this investigation was to conduct an exhaustive review of the literature and a meta-analysis of literacy research in the field of deaf education. Computer and manual searches of 40 years of peer-reviewed journal articles were conducted. A total of 964 articles related to literacy and deafness were identified and examined; 22 articles met the criteria for inclusion in the review. Results indicate that (a) no two studies examined the same dimension of literacy; (b) there was a paucity of well-designed group studies; (c) there were no systematic replication of studies; (d) there is limited data to establish evidenced-based practices. Consequently, increasing the quantity and improving the quality of research in the field is recommended.
Luckner
John L
JL
The National Center on Low-Incidence Disabilities, University of Northern Colorado, Greeley, USA.
Sebald
Ann M
AM
Cooney
John
J
Young
John
J
Muir
Sheryl Goodwin
SG
D060345:Education of Persons with Hearing Disabilities; D004521:Educational Measurement; D004522:Educational Status; D019317:Evidence-Based Medicine; D006801:Humans; D011932:Reading; D012106:Research; D014956:Writing