Counting Differently: Assessing Mathematics Achievement of Signing Deaf and Hard of Hearing Children Through a Unique Lens | Zendy

Jon Henner | Zendy; Claudia Pagliaro | Zendy; SaraBeth Sullivan | Zendy; Robert Hoffmeister | Zendy

Open Access

Counting Differently: Assessing Mathematics Achievement of Signing Deaf and Hard of Hearing Children Through a Unique Lens

Author(s) -

Jon Henner,

Claudia Pagliaro,

SaraBeth Sullivan,

Robert Hoffmeister

Publication year - 2021

Publication title -

american annals of the deaf

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.26

H-Index - 41

eISSN - 1543-0375

pISSN - 0002-726X

DOI - 10.1353/aad.2021.0023

Subject(s) - american sign language , sign language , psychology , association (psychology) , identification (biology) , sign (mathematics) , hearing loss , academic achievement , developmental psychology , audiology , linguistics , medicine , mathematics , mathematical analysis , philosophy , botany , psychotherapist , biology

Limited studies exist that connect using signed language with mathematics performance of deaf and hard of hearing children. In the present study, the authors examined 257 participants and compared their results on the Northwest Evaluation Association: Measures of Academic Progress (NWEA MAP) to their results on an assessment of American Sign Language (ASL) skills. It was found that better ASL skills tended to result in better MAP performance. These results are moderated by factors such as age, gender, parental hearing status, and learning disability identification.

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