The one-step arithmetic story problem-solving of deaf/hard-of-hearing children who primarily use listening and spoken English

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Taylor Hallenbeck (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Claudia Pagliaro

Abstract: The present study describes how deaf and hard-of-hearing (d/hh) children who primarily use listening/spoken English (oral d/hh) solve one-step arithmetic story problems. Past research examined the story problem-solving of hearing children (Carpenter et al., 2015) and d/hh children who used age-appropriate American Sign Language (signing d/hh; Ansell & Pagliaro, 2006; Pagliaro & Ansell, 2012). The present study, using descriptive and statistical analyses, examined overall findings regarding oral d/hh children’s story problem-solving, compared findings between oral d/hh children with age-appropriate and below-age-appropriate spoken English comprehension, and considered results concerning past research from general and deaf education. Overall, the oral d/hh children used the same types of strategies as both hearing and signing d/hh children, but oral d/hh children’s pattern of relative story problem difficulty was more similar to their signing d/hh peers than their hearing peers. Finally, this study found almost no significant differences between the one-step arithmetic story problem-solving of oral d/hh children with age-appropriate spoken English comprehension and with below-age-appropriate spoken English comprehension. The study concludes with limitations, implications for the classroom, and recommendations for future research.

Additional Information

Language: English
Date: 2020
Deaf/Hard of Hearing, Mathematics, Story Problem Solving
Deaf children $x Education (Elementary)
Hearing impaired children $x Education (Elementary)
Mathematics $x Study and teaching (Elementary)
Word problems (Mathematics)

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