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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
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.
Briscoe, J., Bishop, D. V., & Norbury, C. F. (2001). Phonological processing, language, and literacy: A comparison of children with mild-to-moderate sensorineural hearing loss and those with specific language impairment. Journal of Child Psychology and Psychiatry, 42(3), 329-340.
Ching, T.Y., Crowe, K., Martin, V., Day, J., Mahler, N., Youn, S., & Orsini, J. (2010). Language development and everyday functioning of children with hearing loss assessed at 3 years of age. International Journal of Speech-Language Pathology, 12(2), 124-131.
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.
Hansson, K., Forsberg, J., Löfqvist, A., Mäki-Torkko, E., & Sahlén, B. (2004). Working memory and novel word learning in children with hearing impairment and children with specific language impairment. International Journal of Language and Communication Disorders, 39(3), 401-422.
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.
Norbury, C. F., Bishop, D. V. M., & Briscoe, J. (2001). Production of English finite verb morphology: A comparison of SLI and mild-moderate hearing impairment. Journal of Speech, Language, and Hearing Research, 44, 165-179.
Norbury, C. F., Bishop, D. V. M., & Briscoe, J. (2002). Does impaired grammatical comprehension provide evidence for an innate grammar module? Applied Psycholinguistics, 23, 247-268.
Stelmachowicz, P. G., Pittman, A. L., Hoover, B. M., & Lewis, D. E. (2004). Novel-word learning in children with normal hearing and hearing loss. Ear and Hearing, 25, 47-56.
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.
Vohr, B., Jodoin-Krauzyk, J., Tucker, R., Topol, D., Johnson, M. J., Ahlgren, M., & Pierre, L. (2011). Expressive vocabulary of children with hearing loss in the first 2 years of life: Impact of early intervention. Journal of Perinatology, 31(4), 274-280.