Linked Life Data

19502625

Source:http://linkedlifedata.com/resource/pubmed/id/19502625

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
3
pubmed:dateCreated
2009-6-11
pubmed:abstractText
The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%-79% of students scored in the average or above-average range in math, 48%-68% in reading, and 55%-76% in language/writing. The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%-81% of students made one or more year's progress annually. Teachers rated 69%-81% of students as average or above average in academic competence over the 5 years. The teacher's ratings also indicated that 89% of students made average or above-average progress. Students' expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:issn
1465-7325
pubmed:author
pubmed:issnType
Electronic
pubmed:volume
14
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
293-311
pubmed:meshHeading
pubmed:year
2009
pubmed:articleTitle
Academic status and progress of deaf and hard-of-hearing students in general education classrooms.
pubmed:affiliation
College of Education, University of Arizona, Tucson, AZ 85741-0069, USA. santia@u.arizona.edu
pubmed:publicationType
Journal Article, Research Support, U.S. Gov't, Non-P.H.S.