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Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students

Cawthorn, Stephanie W.; Barker, Elizabeth; Daniel, Johny; Cooc, North; Vielma, Ana G.

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Authors

Stephanie W. Cawthorn

Elizabeth Barker

North Cooc

Ana G. Vielma



Abstract

Deaf and hard of hearing (DHH) students often experience systemic barriers to academic success, especially low expectations of what they know and can do. Longitudinal data analysis is critical to understanding how academic achievement for DHH students progresses over time and where they may need additional support on their academic journey to achieve at the level of their hearing peers. This study provides an analysis of NWEA MAP® Growth™ data from grades 2 to 8 across seven reading and mathematics domains over a period of 5 years. Results indicate that both DHH and hearing students continue to build skills through this period, and that DHH students, contrary to many previously held assumptions, do not necessarily plateau in the elementary grades.

Citation

Cawthorn, S. W., Barker, E., Daniel, J., Cooc, N., & Vielma, A. G. (2023). Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hard of Hearing Students. Journal of Deaf Studies and Deaf Education, 28(1), 115-123. https://doi.org/10.1093/deafed/enac033

Journal Article Type Article
Acceptance Date Sep 1, 2022
Online Publication Date Oct 11, 2022
Publication Date 2023-01
Deposit Date Oct 14, 2022
Publicly Available Date Oct 12, 2023
Journal The Journal of Deaf Studies and Deaf Education
Print ISSN 1081-4159
Electronic ISSN 1465-7325
Publisher Oxford University Press
Peer Reviewed Peer Reviewed
Volume 28
Issue 1
Pages 115-123
DOI https://doi.org/10.1093/deafed/enac033
Public URL https://durham-repository.worktribe.com/output/1188842

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