This meta-analysis study aims to quantify the group differences in reading skills between children with cochlear implants and their hearing peers and between children with cochlear implants and children with hearing aids (aged between 3 to 18 years old). Of the 5,642 articles screened, 47 articles met predetermined inclusion criteria (published between 2002 and 2019). The robust variance estimation based meta-analysis models were used to synthesize all the effect sizes. Children with cochlear implants scored significantly lower than their hearing peers in phonological awareness (g = -1.62, p < .001), vocabulary (g = -1.50, p < .001), decoding (g = -1.24, p < .001), and reading comprehension (g = -1.39, p < .001), but not for fluency (g = -.67, p = .054). Compared to children with hearing aids, children with cochlear implants scored significantly lower in phonological awareness (g = -.30, p = .028). The percentage of unilateral cochlear implant negatively impacts the group difference between children with cochlear implants and their hearing peers. Findings from this study confirm a positive shift in reading outcomes for profoundly deaf children due to cochlear implantation. Some children with cochlear implants may need additional supports in educational settings.

中文翻译：

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人工耳蜗植入儿童阅读的荟萃分析结果

这项荟萃分析研究旨在量化人工耳蜗植入儿童与听力同伴之间以及人工耳蜗植入儿童与助听器儿童（3至18岁）之间在阅读技能上的群体差异。在筛选的5,642篇文章中，有47篇文章符合预定的纳入标准（在2002年至2019年之间发布）。基于鲁棒方差估计的荟萃分析模型用于合成所有效应量。植入人工耳蜗的儿童在语音意识（g = -1.62，p <.001），词汇（g = -1.50，p <.001），解码（g = -1.24，p <.001）方面的得分明显低于其听力同龄人。 ）和阅读理解（g = -1.39，p <.001），但不能达到流利程度（g = -.67，p = .054）。与带助听器的孩子相比，植入人工耳蜗的儿童的语音意识得分明显较低（g = -.30，p = .028）。单侧人工耳蜗的百分比对人工耳蜗儿童与听力同伴之间的群体差异产生负面影响。这项研究的结果证实，由于人工耳蜗植入，严重失聪儿童的阅读结果发生了积极变化。一些带有人工耳蜗的儿童在教育环境中可能需要其他支持。