Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students From Individual, Household, Communication, and Educational Factors

Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluencies, mode of communication, and communication functioning),...

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Vydané v:Exceptional children Ročník 81; číslo 3; s. 350 - 369
Hlavní autori: Marschark, Marc, Shaver, Debra M., Nagle, Katherine M., Newman, Lynn A.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Los Angeles, CA SAGE Publications 01.04.2015
Sage Publications, Inc
SAGE PUBLICATIONS, INC
Predmet:
Academic Achievement
African American Students
Analysis
Clinical Diagnosis
Cognitive Development
Data Analysis
Deaf children
Deafness
Disabilities
Education
Educational Attainment
Educational Diagnosis
Family Environment
Grade Repetition
Hearing Impairments
Hispanic American Students
Language Acquisition
Learning Disabilities
Longitudinal Studies
Mathematics Achievement
Multivariate Analysis
Oral Language
Parent Background
Predictor Variables
Regression (Statistics)
Science Achievement
Scores
Secondary School Students
Sign language
Social Studies
Socioeconomic Status
Special Education
Student Characteristics
Student Placement
Studies
Teaching Methods
Transitional Programs
United States
ISSN:0014-4029, 2163-5560
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Shrnutí:Research suggests that the academic achievement of deaf and hard-of-hearing (DHH) students is the result of a complex interplay of many factors. These factors include characteristics of the students (e.g., hearing thresholds, language fluencies, mode of communication, and communication functioning), characteristics of their family environments (e.g., parent education level, socioeconomic status), and experiences inside and outside school (e.g., school placement, having been retained at grade level). This paper examines the relative importance of such characteristics to U.S. DHH secondary students’ academic achievement as indicated by the Woodcock-Johnson III subtests in passage comprehension, mathematics calculation, science, and social studies. Data were obtained for approximately 500 DHH secondary students who had attended regular secondary schools or state-sponsored special schools designed for DHH students. Across all subject areas, having attended regular secondary schools and having better spoken language were associated with higher test scores. Significant negative predictors of achievement varied by type of subtest but included having an additional diagnosis of a learning disability, having a mild hearing loss, and being African American or Hispanic. The findings have important implications for policy and practice in educating DHH students as well for interpreting previous research.
Bibliografia:ObjectType-Article-1
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ISSN:0014-4029
2163-5560
DOI:10.1177/0014402914563700