A Study of the Growth Patterns in Language, Communication, and Educational Achievement in Six Residential Schools for Deaf Students.

Autor/inn/en	Babbini, Barbara E.; Quigley, Stephen P.
Institution	Illinois Univ., Urbana. Inst. of Research for Exceptional Children.
Titel	A Study of the Growth Patterns in Language, Communication, and Educational Achievement in Six Residential Schools for Deaf Students.
Quelle	(1970), (62 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Communication Skills; Exceptional Child Research; Finger Spelling; Hearing Impairments; Language Ability; Lipreading; Longitudinal Studies; Mathematics; Reading Ability; Sex Differences; Speech Skills + Suchen Sie Ihr Suchwort? Schulleistung; Kommunikationsstil; Fingeralphabet; Hearing impairment; Hörbehinderung; Lippenlesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematik; Reading competence; Lesekompetenz; Sex difference; Geschlechtsunterschied; Mündliche Leistung; Sprachfertigkeit
Abstract	Communication skills, language abilities, and educational achievement of 163 subjects from six residential schools for deaf students were studied. Subjects were tested yearly from 1963 to 1967 on speechreading, fingerspelling, speech intelligibility, reading achievement, arithmetic achievement, and written language. Both males and females and the combined group showed significant improvement in all areas except speech intelligibility, speechreading, and vocabulary usage. Females were consistently superior in receptive communication ability, reading achievement, and most language ability measures. No differences between the sexes were found any year in arithmetic ability or in educational achievement in the last 2 years of the study. For both sexes, growth in educational achievement ranged from one-third grade per year in reading and language to one-half grade per year in arithmetic. In 1963, the average subject showed a battery median of four grades lower than the average non-deaf student. In 1967, battery medians were nearly 6 grades below the Stanford Achievement Test norms. (Author/KW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01