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The One-Step Arithmetic Story Proble...

Hallenbeck, Taylor L.

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The One-Step Arithmetic Story Problem-Solving of Deaf/Hard-Of-Hearing Children Who Primarily Use Listening and Spoken English.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The One-Step Arithmetic Story Problem-Solving of Deaf/Hard-Of-Hearing Children Who Primarily Use Listening and Spoken English./
作者:	Hallenbeck, Taylor L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	169 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-08, Section: B.
Contained By:	Dissertations Abstracts International82-08B.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28154381
ISBN:	9798569964802

The One-Step Arithmetic Story Problem-Solving of Deaf/Hard-Of-Hearing Children Who Primarily Use Listening and Spoken English.
Hallenbeck, Taylor L.

The One-Step Arithmetic Story Problem-Solving of Deaf/Hard-Of-Hearing Children Who Primarily Use Listening and Spoken English. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 169 p.

Source: Dissertations Abstracts International, Volume: 82-08, Section: B.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2020.

This item must not be sold to any third party vendors.

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-apporpriate 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.

ISBN: 9798569964802Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Deaf and hard-of-hearing (d/hh)

The One-Step Arithmetic Story Problem-Solving of Deaf/Hard-Of-Hearing Children Who Primarily Use Listening and Spoken English.
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500 $a Advisor: Pagliaro, Claudia M.
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520 $a 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-apporpriate 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.
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