Meta-analytic results on reading comprehension, reading fluency and listening comprehension skills in students using cochlear implants / Resultados metanalíticos sobre las competencias de comprensión lectora, fluidez de lectura y comprensión oral de los alumnos usuarios de implantes cocleares

Abstract

This research employs the meta-analysis method to examine the reading comprehension, reading fluency and listening comprehension skills of students using cochlear implants and their hearing peers. The effect size of 35 studies that met the inclusion criteria was calculated. An examination of overall effect size reveals that students using cochlear implants perform poorly compared to their hearing peers in reading comprehension, reading fluency and listening comprehension skills. Additional analyses demonstrate that cochlear implant age and chronological age do not account for the difference in reading comprehension skills. In contrast, chronological age seems to be the underlying reason for the difference in reading fluency performance. Further, it has become clear that there is a need for various studies that can explain this difference regarding listening comprehension skills. Based on the research findings, it can be suggested that the assessment of the reading skills of students using cochlear implants may require a holistic approach encompassing not only reading comprehension skills but also reading fluency and listening comprehension with an eye to curriculum development improvement.