March 13-15, 2016 • San Diego, CA


  |   -   |  3 - Language Acquisition and Development

Students who are deaf or hard of hearing: Performance on public school standardized testing

It is well documented that children who are deaf or hard of hearing (CDHH) continue to be at risk for delayed and lasting language and learning problems, but much less is known as to what degree early language abilities influence later performance on school-measured achievement. Recent longitudinal studies have highlighted the critical role that early language plays upon CDHH’s developmental trajectory in later language and pre-academic abilities. Unaddressed is whether predictors of later language and early scholarship also predict achievement on school-administered, standardized tests for elementary students who are deaf or hard of hearing. Numerous school- and student- level consequences are influenced by student performance on End of Grade (EOG) testing measures. Decisions for curricular support, student retention or matriculation, and the receipt of education or related-service support are but a few ramifications that are guided by current standardized, “high-stakes” testing. This proposal is a first-step to determine and describe CDHH performance on statewide EOG reading and math tests. Extant North Carolina Department of Instruction data will be obtained from the NC Education Research Data Center at Duke University. This information includes average End of Grade (EOG) test scores for grades 3 through 8, school demographic composition, and exceptionality status of students. As nearly all CDHH are required to participate in standardized testing, this proposal initiates a line of research addressing a critical gap in knowledge regarding CDHH’s language and early-academic proficiency and performance on school-based measures of achievement.

  • describe performance on standardized, end-of-grade testing in reading and math for students who are deaf or hard of hearing.
  • compare results between students who are deaf and hard of hearing with their typical-hearing peers.
  • consider the implications that testing results may have upon academic opportunities for students who are deaf or hard of hearing.

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Thomas Page (Primary Presenter,Author,POC), UNC-Chapel Hill, thomas_page@med.unc.edu;
Thomas Page is an examiner and coordinator for the NIH funded, multi-center longitudinal grant, Outcomes of School Age Children who are Hard of Hearing (OSACHH) study at UNC-Chapel Hill.


Financial - No relevant financial relationship exist.

Nonfinancial - No relevant nonfinancial relationship exist.