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État de publication: publié
Nom de la revue: Innovation in language learning and teaching,
Intervalle de pages: 1-19
Résumé: The effect of nursery rhymes on phonological awareness in normal-hearing children is well documented, but empirical evidence remains limited for hearing-impaired children. This systematic review examines the impact of nursery rhyme interventions on phonological awareness in this population. A comprehensive search was conducted across MEDLINE (Ovid), RILM (EBSCO), Embase (Embase.com), Web of Science, ERIC (Ovid), Érudit, PsycINFO (Ovid), and the gray literature (ProQuest Dissertations & Theses, Google Scholar) on October 18, 2024. Independent reviewers screened studies and assessed methodological quality using the Mixed Methods Appraisal Tool. Three studies met inclusion criteria. Preliminary positive outcomes were observed across the included studies and were most often associated with structured rhyme-related activities, rhythmic stimulation, and explicit attention to phonological units. However, the interventions were multicomponent, the studies were few in number and methodologically heterogeneous, and the specific contribution of nursery rhymes could not be isolated. As a result, the evidence remains limited and insufficient to support strong conclusions regarding effectiveness.
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