Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students

Autor/inn/en	Cawthon, Stephanie W.; Barker, Elizabeth; Daniel, Johny; Cooc, North; Vielma, Ana G.
Titel	Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students
Quelle	In: Journal of Deaf Studies and Deaf Education, 28 (2023) 1, S.115-123 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enac033
Schlagwörter	Longitudinal Studies; Models; Reading Achievement; Mathematics Achievement; Deafness; Hearing Impairments; Students with Disabilities; Elementary School Students; Middle School Students; Skill Development + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Deaf and hard of hearing (DHH) students often experience systemic barriers to academic success, especially low expectations of what they know and can do. Longitudinal data analysis is critical to understanding how academic achievement for DHH students progresses over time and where they may need additional support on their academic journey to achieve at the level of their hearing peers. This study provides an analysis of NWEA MAP® Growth™ data from grades 2 to 8 across seven reading and mathematics domains over a period of 5 years. Results indicate that both DHH and hearing students continue to build skills through this period, and that DHH students, contrary to many previously held assumptions, do not necessarily plateau in the elementary grades. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01