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

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Title: Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students from Individual, Household, Communication, and Educational Factors
Language: English
Authors: Marschark, Marc, Shaver, Debra M., Nagle, Katherine, Newman, Lynn A.
Source: Grantee Submission. 2015 81(ptional):350-369.
Peer Reviewed: Y
Page Count: 39
Publication Date: 2015
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324Al20188
Document Type: Reports - Research
Education Level: Secondary Education
Descriptors: Predictor Variables, Academic Achievement, Deafness, Hearing Impairments, Secondary School Students, Student Characteristics, Family Environment, Parent Background, Educational Attainment, 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, Transitional Programs, Disabilities
Assessment and Survey Identifiers: National Longitudinal Transition Study of Special Education Students
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 and/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. (Contains 7 tables). [This article was published in "Exceptional Children," (EJ1055314).]
Abstractor: As Provided
Number of References: 56
IES Funded: Yes
Entry Date: 2017
Accession Number: ED574253
Database: ERIC
FullText Text:
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  Data: Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students from Individual, Household, Communication, and Educational Factors
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2015 81(ptional):350-369.
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  Data: 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 and/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. (Contains 7 tables). [This article was published in "Exceptional Children," (EJ1055314).]
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 39
        StartPage: 350
    Subjects:
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Hearing Impairments
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Family Environment
        Type: general
      – SubjectFull: Parent Background
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: Grade Repetition
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Oral Language
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Clinical Diagnosis
        Type: general
      – SubjectFull: Educational Diagnosis
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      – SubjectFull: Learning Disabilities
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      – SubjectFull: African American Students
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Regression (Statistics)
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Social Studies
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      – SubjectFull: Science Achievement
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      – SubjectFull: Multivariate Analysis
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      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: National Longitudinal Transition Study of Special Education Students
        Type: general
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      – TitleFull: Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students from Individual, Household, Communication, and Educational Factors
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