Counting Differently: Assessing Mathematics Achievement of Signing Deaf and Hard of Hearing Children through a Unique Lens

Autor/inn/en	Henner, Jon; Pagliaro, Claudia; Sullivan, Sara Beth; Hoffmeister, Robert
Titel	Counting Differently: Assessing Mathematics Achievement of Signing Deaf and Hard of Hearing Children through a Unique Lens
Quelle	In: American Annals of the Deaf, 166 (2021) 3, S.318-341 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Computation; American Sign Language; Language Skills; Mathematics Achievement; Language Acquisition; Family Environment; Age Differences; Gender Differences; Learning Disabilities; Students with Disabilities; Language Proficiency; Elementary Secondary Education; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Language skill; Sprachkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachaneignung; Spracherwerb; Familienmilieu; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Language skills
Abstract	Limited studies exist that connect using signed language with mathematics performance of deaf and hard of hearing children. In the present study, the authors examined 257 participants and compared their results on the Northwest Evaluation Association: Measures of Academic Progress (NWEA MAP) to their results on an assessment of American Sign Language (ASL) skills. It was found that better ASL skills tended to result in better MAP performance. These results are moderated by factors such as age, gender, parental hearing status, and learning disability identification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01