Pursuant to the criterion of fluency, two types of mathematical achievement tests were used in the present study: simple subtraction (to measure mathematical fluency) and number series completion (to serve as a nonfluency mathematics test). A cohort of 223 d/Deaf and hard of hearing (d/Dhh) students in grades 3-9 in special education schools took…

The language of instruction for Deaf children in the American educational system has long been the subject of debate: Should Deaf children learn language via American Sign Language (ASL), English-based visual communication systems, or spoken English only? It has long been the practice of the standard epistemology to encourage the use of verbal…

The present study examined the efficacy of using an informal reading inventory to assess literacy levels in elementary-age deaf students, grades 3-5: the period when the gap between deaf and hearing learners often begins to widen, and the need to identify and remediate specific skill deficits becomes increasingly imperative. Emphasis was placed on…

Historically, researchers have identified that reading outcomes for students in upper grades who are d/Deaf and hard of hearing (d/Dhh) have typically rested around the late 3rd to early 4th grade. In recent years, wide-scale state-level testing has called into question these prognostications. The authors conducted a descriptive, multiunit,…

The study examined the extent to which a highly qualified interpreter remained parallel with or diverged from the original classroom discourse in her interpreting for a 3rd-grade deaf student in science, social studies, and resource room. The interpreter's signed and verbalized expressions were compared to the class participants' expressions for…

The researchers investigated the effect of the Reread-Adapt and Answer-Comprehend intervention (Therrien, Gormley, & Kubina, 2006) on the reading fluency and achievement of d/Deaf and hard of hearing elementary-level students. Children in the third, fifth, and sixth grades at a state school for d/Deaf and hard of hearing students received a…

Social Studies is a devalued subject in public schools. Worse, apparently no research exists on social studies instruction for students in deaf education. The researchers investigated the allocation of time for social studies in 7 residential schools and 1 day school. Using an ecobehavioral assessment tool, they observed 30 deaf students (grades…

Third- and fourth-grade students in two separate classrooms--one a classroom with only hearing students and the other a coenrolled classroom with hearing, hard of hearing, and deaf students--were assessed to determine friendship patterns, attitudes, beliefs, and perceptions about sign language and deafness. Sociograms, interviews, and videotape…

The present study examined whether specific item characteristics, such as mode of acquisition (MoA) of word meanings, make reading comprehension tests particularly difficult for deaf children. Reading comprehension data on nearly 13,000 hearing 7-to-12-year-olds and 253 deaf 7-to-20-year-olds were analyzed, divided across test levels from second…

Third-graders with and without hearing loss in the United States and the United Arab Emirates (n=72) were compared on their perspectives on specific life situations. Students did not differ in their metacognitive interpretations of the experiences when they were from the same culture, but students from separate cultures differed. (Contains…

Metacognitive Performance of four groups of students (hearing high-achieving, hearing average-achieving, hearing underachieving, and deaf and hard of hearing) in first through third grade in the United Arab Emirates was examined and compared. Metacognition was measured using analyses of pictures depicting real-life problematic events, situations,…