2011
DOI: 10.1093/deafed/enr028
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Large-Scale Academic Achievement Testing of Deaf and Hard-of-Hearing Students: Past, Present, and Future

Abstract: The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, whi… Show more

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Cited by 283 publications
(190 citation statements)
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“…Congenital hearing loss has major adverse developmental and health impacts on children's lives )-including speech and language (Eisenberg, 2007;Moeller, Tomblin, Yoshinaga-Itano, Connor, & Jerger, 2007), literacy, mental health, social and cognitive functioning (Marschark & Wauters, 2003), educational achievement (Powers, 1999;Qi & Mitchell, 2012), employment, and socioeconomic opportunity. Lifetime costs of all care related to deafness and lost productivity were estimated to be $117 million USD per birth cohort of 80,000 children (Keren, Helfand, Homer, McPhillips, & Lieu, 2002).…”
mentioning
confidence: 99%
“…Congenital hearing loss has major adverse developmental and health impacts on children's lives )-including speech and language (Eisenberg, 2007;Moeller, Tomblin, Yoshinaga-Itano, Connor, & Jerger, 2007), literacy, mental health, social and cognitive functioning (Marschark & Wauters, 2003), educational achievement (Powers, 1999;Qi & Mitchell, 2012), employment, and socioeconomic opportunity. Lifetime costs of all care related to deafness and lost productivity were estimated to be $117 million USD per birth cohort of 80,000 children (Keren, Helfand, Homer, McPhillips, & Lieu, 2002).…”
mentioning
confidence: 99%
“…Studies indicate that, although hearing-impaired students' have normal cognitive abilities, their academic achievements are lagging far behind than their peers of the same age and academic level (Akinpelu, 1998;Antia, Jones, Reed, & Kreimeyer, 2009;Lang, 2002;Qi & Mitchell, 2012).…”
Section: Resultsmentioning
confidence: 99%
“…In an North American context, 5% of profoundly deaf individuals become proficient readers (Grade 12 equivalent; Kelly & Barac-Ciroja, 2007), and it has been estimated that the median level of reading for DHH individuals at the end of secondary education corresponds to a Grade 3 to Grade 4 hearing reader (Qi & Mitchell, 2012). In a European context, Rudner, Orfanidou, Cardin, Capek, and Rönnberg (2012) reported a mean level of reading corresponding to Grade 11 (i.e., reading age, 16 years) in a group of adult deaf native users of BSL.…”
Section: Reading Development In Deaf and Hard-ofhearing Signing Childrenmentioning
confidence: 99%