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

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 thei...

Full description

Saved in:
Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 2021-07, Vol.166 (3), p.322-345
Main Authors: Henner, Jon, Pagliaro, Claudia, Sullivan, Sarabeth, Hoeemeister, Robert
Format: Article
Language:English
Subjects:
Academic Achievement
American Sign Language
Children
Children & youth
Deafness
Hearing disorders
Hearing loss
Language acquisition
Language proficiency
Language Skills
Learning
Learning disabilities
Mathematics
Mathematics Achievement
Mathematics education
Mathematics Skills
Parents & parenting
Secondary Education
Sign language
Students
System theory
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:0002-726X
1543-0375