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Vocabulary Knowledge of Deaf and Hearing Postsecondary Students

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Title: Vocabulary Knowledge of Deaf and Hearing Postsecondary Students
Language: English
Authors: Sarchet, Thomastine, Marschark, Marc, Borgna, Georgianna, Convertino, Carol, Sapere, Patricia, Dirmyer, Richard
Source: Journal of Postsecondary Education and Disability. Sum 2014 27(2):161-178.
Availability: Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Peer Reviewed: Y
Page Count: 18
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Deafness, Hearing Impairments, Vocabulary, Comparative Analysis, English, Academic Achievement, Correlation, Printed Materials, Communication Strategies, Reading Skills, Verbal Ability, Assistive Technology, Scores, Sign Language, Cognitive Ability, Language Skills, Questionnaires, Scoring
Geographic Terms: New York
Assessment and Survey Identifiers: Peabody Picture Vocabulary Test
Abstract: Deaf children generally are found to have smaller English vocabularies than hearing peers, although studies involving children with cochlear implants have suggested that the gap may decrease or disappear with age. Less is known about the vocabularies of deaf and hard-of-hearing (DHH) postsecondary students or how their vocabulary knowledge relates to other aspects of academic achievement. This study used the "Peabody Picture Vocabulary Test" to examine the vocabulary knowledge of DHH and hearing postsecondary students as well as their awareness (predictions) of that knowledge. Relationships between vocabulary knowledge and print exposure, communication backgrounds, and reading and verbal abilities also were examined. Consistent with studies of children, hearing college students demonstrated significantly larger vocabularies than DHH students both with and without cochlear implants. DHH students were more likely to overestimate their vocabulary knowledge. Vocabulary scores were positively related to reading and verbal abilities but negatively related to sign language abilities. Among DHH students they also were positively related to measures of spoken language ability. Results are discussed in terms of related cognitive abilities, language fluency, and academic achievement of DHH students and implications for postsecondary education.
Abstractor: As Provided
Number of References: 66
Entry Date: 2014
Accession Number: EJ1040530
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Vocabulary Knowledge of Deaf and Hearing Postsecondary Students
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Postsecondary+Education+and+Disability%22"><i>Journal of Postsecondary Education and Disability</i></searchLink>. Sum 2014 27(2):161-178.
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  Data: Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
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  Data: Y
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  Data: 18
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  Data: 2014
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Hearing+Impairments%22">Hearing Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Printed+Materials%22">Printed Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Strategies%22">Communication Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Ability%22">Verbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Sign+Language%22">Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring%22">Scoring</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22New+York%22">New York</searchLink>
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  Label: Assessment and Survey Identifiers
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Deaf children generally are found to have smaller English vocabularies than hearing peers, although studies involving children with cochlear implants have suggested that the gap may decrease or disappear with age. Less is known about the vocabularies of deaf and hard-of-hearing (DHH) postsecondary students or how their vocabulary knowledge relates to other aspects of academic achievement. This study used the "Peabody Picture Vocabulary Test" to examine the vocabulary knowledge of DHH and hearing postsecondary students as well as their awareness (predictions) of that knowledge. Relationships between vocabulary knowledge and print exposure, communication backgrounds, and reading and verbal abilities also were examined. Consistent with studies of children, hearing college students demonstrated significantly larger vocabularies than DHH students both with and without cochlear implants. DHH students were more likely to overestimate their vocabulary knowledge. Vocabulary scores were positively related to reading and verbal abilities but negatively related to sign language abilities. Among DHH students they also were positively related to measures of spoken language ability. Results are discussed in terms of related cognitive abilities, language fluency, and academic achievement of DHH students and implications for postsecondary education.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 66
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  Data: 2014
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  Data: EJ1040530
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1040530
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      – Text: English
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        PageCount: 18
        StartPage: 161
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      – SubjectFull: College Students
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Hearing Impairments
        Type: general
      – SubjectFull: Vocabulary
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      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: English
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Correlation
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      – SubjectFull: Printed Materials
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      – SubjectFull: Communication Strategies
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      – SubjectFull: Reading Skills
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      – SubjectFull: Verbal Ability
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      – SubjectFull: Assistive Technology
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      – SubjectFull: Scores
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      – SubjectFull: Sign Language
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      – SubjectFull: Cognitive Ability
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      – SubjectFull: Language Skills
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      – SubjectFull: Peabody Picture Vocabulary Test
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      – TitleFull: Vocabulary Knowledge of Deaf and Hearing Postsecondary Students
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