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Rate of conceptual development among deaf preschool and primary children as compared to a matched group of nonhearing impaired children
Author(s) -
Bracken Bruce A.,
Cato Linda A.
Publication year - 1986
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198601)23:1<95::aid-pits2310230115>3.0.co;2-l
Subject(s) - psychology , developmental psychology , primary education , preschool education , child development , mathematics education
Seventeen deaf children and a matched group of 17 nonhearing impaired children were assessed to compare rate of basic concept development. The results indicate that deaf children scored approximately two standard deviations below their matched nonhearing impaired peers. Additionally, the deaf children exhibited a relatively flat subtest proffle, suggesting that basic concepts that have not been specifically taught remain uniformly delayed for deaf children.