Measures and References: References: Hearing

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

Pure-Tone Audiometry: Assesses how well an individual can hear sounds at different pitches (frequencies) by having a student wear headphones and indicate when they hear a sound.

References

Alvarado, J. M., Jiménez, V., & Jiménez, A. (2012). Using a test adapted to sign language to assess metacognitive skill of deaf students. Procedia-Social and Behavioral Sciences, 46, 1353-1357.

Alvarado, J. M., Puente, A., & Herrera, V. (2008). Visual and phonological coding in working memory and orthographic skills of deaf children using Chilean sign language. American Annals of the Deaf, 152(5), 467-479.

Andersson, S., & Adams Lyngbäck, L. (2022). ‘But I feel more at home in the Deaf world even if I can talk': D/deaf adolescents' experiences of transitioning from a mainstream school to a Deaf school in Sweden. Deafness & Education International, 24(3), 249-266.

Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Journal of Deaf Studies and Deaf Education, 7(3), 214-229.

Bauman, S., & Pero, H. (2011). Bullying and cyberbullying among deaf students and their hearing peers: An exploratory study. Journal of Deaf Studies and Deaf Education, 16(2), 236-253.

Boons, T., De Raeve, L., Langereis, M., Peeraer, L., Wouters, J., & Van Wieringen, A. (2013). Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation. Research in Developmental Disabilities, 34(6), 2008-2022.

Boss, E. F., Niparko, J. K., Gaskin, D. J., & Levinson, K. L. (2011). Socioeconomic disparities for hearing‐impaired children in the United States. The Laryngoscope, 121(4), 860-866.

Bouldin, E., Patel, S. R., Tey, C. S., White, M., Alfonso, K. P., & Govil, N. (2021). Bullying and children who are deaf or hard‐of‐hearing: A scoping review. The Laryngoscope, 131(8), 1884-1892.

Charry-Sánchez, J. D., Ramírez-Guerrero, S., Vargas-Cuellar, M. P., Romero-Gordillo, M. A., & Talero-Gutiérrez, C. (2022). Executive functions in children and adolescents with hearing loss: A systematic review of case-control, case series, and cross-sectional studies. Salud mental, 45(1), 35-49.

Delage, H., & Tuller, L. (2007). Language development and mild-to-moderate hearing loss: Does language normalize with age? Journal of Speech, Language, and Hearing Research, 50(5), 1300-1313.

Edwards, L., Figueras, B., Mellanby, J., & Langdon, D. (2011). Verbal and spatial analogical reasoning in deaf and hearing children: The role of grammar and vocabulary. Journal of Deaf Studies and Deaf Education, 16(2), 189-197.

Eichengreen, A., Zaidman-Zait, A., Most, T., & Golik, G. (2022). Resilience from childhood to young adulthood: Retrospective perspectives of deaf and hard of hearing people who studied in regular schools. Psychology & health, 37(3), 331-349.

Fagan, M. K. (2016). Spoken vocabulary development in deaf children with and without cochlear implants. The Oxford Handbook of Deaf Studies in Language, 132-145.

Ferjan Ramirez, N. (2013). Acquiring a first language in adolescence: Behavioral and neuroimaging studies in American Sign Language (Doctoral dissertation, UC San Diego).

Freitas, E., Simões, C., Santos, A. C., & Mineiro, A. (2022). Resilience in deaf children: A comprehensive literature review and applications for school staff. Journal of Community Psychology, 50(2), 1198-1223.

Greco, V., Beresford, B., & Sutherland, H. (2009). Deaf Children and Young People's Experiences of Using Specialist Mental Health Services. Children & Society, 23(6), 455–469.

Hall, W. C., Dye, T. D., & Siddiqi, S. (2023). Associations of childhood hearing loss and adverse childhood experiences in deaf adults. Plos one, 18(6).

Harris, M. S., Kronenberger, W. G., Gao, S., Hoen, H. M., Miyamoto, R. T., & Pisoni, D. B. (2013). Verbal short-term memory development and spoken language outcomes in deaf children with cochlear implants. Ear and Hearing, 34(2), 179.

Henderson, V., Grinter, R. E., & Starner, T. (2005). Electronic communication by deaf teenagers (Informally published manuscript). Georgia Institute of Technology, Atlanta, GA.

Henner, J., Caldwell-Harris, C. L., Novogrodsky, R., & Hoffmeister, R. (2016). American Sign Language syntax and analogical reasoning skills are influenced by early acquisition and age of entry to signing schools for the deaf. Frontiers in Psychology, 7, 1982.

Hoffmeister, R., Henner, J., Caldwell-Harris, C., & Novogrodsky, R. (2022). Deaf children's ASL vocabulary and ASL syntax knowledge supports English knowledge. Journal of Deaf Studies and Deaf Education, 27(1), 37-47.

Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Rathmann, C., & Smith, S. (2019). Support for parents of deaf children: Common questions and informed, evidence-based answers. International Journal of Pediatric Otorhinolaryngology, 118, 134-142.

Humphries, T., Mathur, G., Napoli, D. J., Padden, C., & Rathmann, C. (2022). Deaf Children Need Rich Language Input from the Start: Support in Advising Parents. Children, 9(11), 1609.

Johnson, P., Cawthon, S., Fink, B., Wendel, E., & Schoffstall, S. (2018). Trauma and resilience among deaf individuals. The Journal of Deaf Studies and Deaf Education, 23(4), 317-330.

Kluwin, T. N., Stinson, M. S., & Colarossi, G. M. (2002). Social processes and outcomes of in-school contact between deaf and hearing peers. Journal of Deaf Studies and Deaf Education, 7(3), 200-213.

Kusché, C. A. (2020). The PATHS curriculum: Thirty-five years and counting. In Social Skills Across the Life Span (pp. 201-219). Academic Press.

Kyle, F. E., & Harris, M. (2010). Predictors of reading development in deaf children: A 3-year longitudinal study. Journal of Experimental Child Psychology, 107(3), 229-243.

Lange, C. M., Lane-Outlaw, S., Lange, W. E., & Sherwood, D. L. (2013). American Sign Language/English bilingual model: A longitudinal study of academic growth. Journal of Deaf Studies and Deaf Education, 18(4), 532-544.

Marschark, M. (1998). Memory for language in deaf adults and children. Scandinavian Audiology, 27(4), 87-92.

Megreya, A. M., & Bindemann, M. (2017). A visual processing advantage for young-adolescent deaf observers: Evidence from face and object matching tasks. Scientific Reports, 7(1), 41133.

Meristo, M., Falkman, K. W., Hjelmquist, E., Tedoldi, M., Surian, L., & Siegal, M. (2007). Language access and theory of mind reasoning: Evidence from deaf children in bilingual and oralist environments. Developmental Psychology, 43(5), 1156.

Moeller, M. P., Tomblin, J. B., Yoshinaga-Itano, C., Connor, C. M., & Jerger, S. (2007). Current state of knowledge: Language and literacy of children with hearing impairment. Ear and Hearing, 28(6), 740-753.

Olsson, S., & Gustafsson, C. (2022). Longing to belong: Hard of hearing young adults' experiences of social identity and group membership. American Annals of the Deaf, 166(5), 638-662.

Rashid, S. M. U., Mukherjee, D., & Ahmmed, A. U. (2018). Auditory processing and neuropsychological profiles of children with functional hearing loss. International Journal of Pediatric Otorhinolaryngology, 114, 51-60.Smith, B.,

Swanwick, R. (2016). Deaf children's bimodal bilingualism and education. Language Teaching, 49(1), 1-34.

Theunissen, S. C., Rieffe, C., Kouwenberg, M., Soede, W., Briaire, J. J., & Frijns, J. H. (2011). Depression in hearing-impaired children. International Journal of Pediatric Otorhinolaryngology, 75(10), 1313-1317.

Yan, P., & Paul, P. V. (2021). Metacognition and English reading related outcomes for d/Deaf and hard of hearing students: A narrative review. Human Research in Rehabilitation, 11(2), 88-106.

Zhang, J., Pham, G. N., Pakanati, K., Raol, N., Ongkasuwan, J., & Anne, S. (2019). Effects of socioeconomic status on children with hearing loss. International Journal of Pediatric Otorhinolaryngology, 116, 114-117.