Achievement, Language, and Technology Use among College-Bound Deaf Learners

Autor/inn/en	Crowe, Kathryn; Marschark, Marc; Dammeyer, Jesper; Lehane, Christine
Titel	Achievement, Language, and Technology Use among College-Bound Deaf Learners
Quelle	In: Journal of Deaf Studies and Deaf Education, 22 (2017) 4, S.393-401 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crowe, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enx029
Schlagwörter	Deafness; College Bound Students; High School Students; Hearing Impairments; Academic Achievement; Communication Skills; Assistive Technology; Academic Support Services; Speech Communication; Sign Language; Correlation + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hearing impairment; Hörbehinderung; Schulleistung; Kommunikationsstil; Gebärdensprache; Korrelation
Abstract	Deaf learners are a highly heterogeneous group who demonstrate varied levels of academic achievement and attainment. Most prior research involving this population has focused on factors facilitating academic success in young deaf children, with less attention paid to older learners. Recent studies, however, have suggested that while factors such as early cochlear implantation and early sign language fluency are positively associated with academic achievement in younger deaf children, they no longer predict achievement once children reach high school age. This study, involving data from 980 college-bound high school students with hearing loss, examined relations between academic achievement, communication variables (audiological, language), and use of assistive technologies (e.g., cochlear implants [CIs], FM systems) and other support services (e.g., interpreting, real-time text) in the classroom. Spoken language skills were positively related to achievement in some domains, while better sign language skills were related to poorer achievement in others. Among these college-bound students, use of CIs and academic support services in high school accounted for little variability in their college entrance examination scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01