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

Autor/inn/en	Marschark, Marc; Shaver, Debra M.; Nagle, Katherine M.; Newman, Lynn A.
Titel	Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students from Individual, Household, Communication, and Educational Factors
Quelle	In: Exceptional Children, 81 (2015) 3, S.350-369 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402914563700
Schlagwörter	Predictor Variables; Academic Achievement; Deafness; Hearing Impairments; Secondary School Students; Student Characteristics; Family Environment; Socioeconomic Status; Student Placement; Grade Repetition; Special Education; Oral Language; Scores; Clinical Diagnosis; Educational Diagnosis; Learning Disabilities; African American Students; Hispanic American Students; Data Analysis; Longitudinal Studies; Regression (Statistics); Mathematics Achievement; Social Studies; Science Achievement; Multivariate Analysis; Parent Background; Educational Attainment; Transitional Programs; National Longitudinal Transition Study of Special Education Students + Suchen Sie Ihr Suchwort? Prädiktor; Schulleistung; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Sekundarschüler; Familienmilieu; Socio-economic status; Sozioökonomischer Status; Schülerpraktikum; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Special needs education; Sonderpädagogik; Sonderschulwesen; Oral interpretation; Mündlicher Sprachgebrauch; Pedagogical diagnostics; Pädagogische Diagnostik; Learning handicap; Lernbehinderung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gemeinschaftskunde; Multivariate Analyse; Elternhaus; Bildungsabschluss; Bildungsgut
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06