Abstract:A systematic review explored the evidence base of literacy intervention studies that examined the early years of schooling (preschool through first grade) of participants who were d/Deaf or hard of hearing (d/Dhh). Specific inclusion criteria were used to select single-case design (SCD) studies published in peer-reviewed journals between 2004 and 2017. Fourteen studies met the criteria. Studies were evaluated according to the quality indicators for evidence-based research, individually and across studies (Horner et al., 2005; Institute for Educational Sciences, 2017; Kratochwill et al., 2013). Five of the 14 studies were categorized as "Meets Standards Without Reservations"; 7 as "Meets Standards With Reservations"; and 2 as "Does Not Meet Standards." None met the established criteria for an evidence base. Recommendations for future research are provided, with specific studies highlighted for replication to build evidence-based practices using SCD in the field of educating students who are d/Dhh.

中文翻译：

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单案例设计研究，用于聋哑和听力障碍学习者的早期识字技能。

摘要：系统评价了扫盲干预研究的证据基础，该研究检查了患有d /聋或听力障碍（d / Dhh）的参与者的入学初期（从学前班到一年级）。使用特定的纳入标准来选择2004年至2017年间在同行评审期刊上发表的单例设计（SCD）研究。有14项研究符合该标准。根据基于证据的研究的质量指标对研究进行了单独和跨研究的评估（Horner等，2005；教育科学研究所，2017； Kratochwill等，2013）。14项研究中有5项归类为“无保留符合标准”；7作为“满足保留标准”；和2为“不符合标准”。没有人符合证据基础的既定标准。