Pandemic Effects on the Reading Trajectories of Deaf and Hard of Hearing Students: A Pilot Analysis

Autor/inn/en	Kuntze, Marlon; Branum-Martin, Lee; Scott, Jessica
Titel	Pandemic Effects on the Reading Trajectories of Deaf and Hard of Hearing Students: A Pilot Analysis
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 2, S.429-448 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scott, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10365-4
Schlagwörter	COVID-19; Pandemics; Reading Processes; Reading Achievement; Deafness; Hearing Impairments; Residential Schools; Elementary School Students; Secondary School Students; Distance Education; Cohort Analysis; Achievement Tests; Scores; Outcomes of Education; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Leseprozess; Leseleistung; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Heimschule; Sekundarschüler; Distance study; Distance learning; Fernunterricht; Kohortenanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lernleistung; Schulerfolg
Abstract	It is important to understand the nature of the effect that the COVID-19 pandemic had upon student learning, especially those at risk such as deaf students. The limited communication that many deaf students have at home may mean less support is available for learning remotely. Reading may be one of the areas where progress was diminished. We collected Measures of Academic Progress (MAP) scores in reading from deaf students in a residential school for the deaf in grades 3 to 12 every fall and spring from 2016 to 2021. A cohort-sequential approach yielded growth data (2570 observations), with 546 students measured up to 10 times each. As is typical of MAP reading achievement in grades 3 to 12, growth was steep in early grades, slowing in later grades. Students in the Alternative Curriculum performed lower and grew slower. Cohorts differed, with more recent cohorts typically having higher performance than older cohorts. Tenure had a substantial effect, suggesting that students who had been in the school for the deaf longer had higher performance compared to students who joined the school as older students. The pandemic appeared to have a strong, but diminishing effect in each semester, but this effect differed widely across demographic groups. This suggests that effects of the pandemic are neither clear nor simple for deaf students even within the same school. These findings have implications for understanding how the impact of pandemic may vary as a function of deaf students' educational experiences and other demographic factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01