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Interventions for Multilingual Children With Hearing Loss: A Scoping Review

Guiberson, Mark; Crowe, Kathryn

doi: 10.1097/TLD.0000000000000155
Original Articles

The aim of this article was to (1) provide a scoping review of the literature addressing speech, auditory, language, and literacy interventions in multilingual children with hearing loss, and (2) identify future research directions. The search conducted for this scoping review yielded a total of 27 sources describing 58 intervention approaches for a range of grade levels (from preschool age through school age). The majority of interventions were obtained from sources describing children with hearing loss (n = 35), followed by multilingual children (n = 32), multilingual children with additional needs (n = 22), and finally multilingual children with hearing loss (n = 17). The scope of the interventions identified and the strength of intervention recommendations are discussed. This scoping review identified a number of compelling and promising research-based interventions from the best available evidence currently available, and this review confirmed the need for more intervention studies with multilingual children with hearing loss.

University of Wyoming, Laramie (Dr Guiberson); Rochester Institute of Technology, Rochester, New York (Dr Crowe); and Charles Sturt University, New South Wales, Queensland, Victoria, Australia (Dr Crowe).

Corresponding Author: Mark Guiberson, PhD, University of Wyoming, 1000 E University Ave, Laramie, WY 82071 (

The authors have indicated that they have no financial and no nonfinancial relationships to disclose.

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