A meta-analysis was conducted to investigate phonology's role in d/Deaf and hard of hearing (d/Dhh) children's development of reading, and their ability to access spoken-language phonology. A systematic search of databases and journals identified 27 studies, 7 of which met the inclusion criteria. The included studies, experimental or quasi-experimental in nature, were conducted over a 20-year period (1995-2016) with students ages 3-18 years. Other literature was identified to enhance the discussion and support the interpretations. The review showed that spoken language's phonology is one of the literacy skills d/Dhh students must possess in order to learn to read. Further, the study found that d/Dhh students can access phonology using techniques like Visual Phonics and Cued Speech. These findings support the qualitative similarity hypothesis, which states that phonology is important for reading development and that d/Dhh children have the ability to access it.

中文翻译：

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d /聋哑和重度听力障碍儿童是否需要通读语音读本来学习阅读？叙述性荟萃分析。

进行了荟萃分析，以研究语音学在d /聋哑儿童和听力障碍（d / Dhh）儿童的阅读发展中的作用，以及他们获得口语语音学的能力。对数据库和期刊的系统搜索确定了27项研究，其中7项符合纳入标准。所包括的研究，无论是实验性质还是准实验性质，都是在20年间（1995年至2016年）进行的，年龄在3-18岁之间。确定了其他文献以加强讨论并支持解释。该评论表明，语音语言是d / Dhh学生必须具备的识字能力之一，才能学习阅读。此外，研究发现，d / Dhh学生可以使用视觉语音和提示语音等技术来学习语音。