Predicting Academic Success Among Deaf College Students
Predicting Academic Success Among Deaf College Students
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DOI：
10.1093/deafed/enp005
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发表时间：
2009-06-01
影响因子：
2
通讯作者：
Zupan, Megan
中科院分区：
文献类型：
--
作者：
Convertino, Carol M.;Marschark, Marc;Zupan, Megan
出于实践和理论两方面的原因，教育工作者和教育研究人员试图确定不同水平和不同人群的学生学业成功的预测因素。涉及大专阶段听力学生的研究已经证明，与各种人口统计因素、学校经历和先前的学术成就有关的成功的显著预测因素。涉及聋人和重听学生的研究主要集中在较年轻的学生和变量上，如听力损失程度、人工耳蜗的使用、教育安置和沟通因素-尽管这些因素通常被认为一次只有一两个。这项调查利用了之前10个实验的数据，全部使用相同的范式，试图辨别大学准备就绪(利用高考成绩)和大学水平的课堂学习(利用模拟教室测试的分数)的显著预测因素。学业准备在这两个领域都是一个明确和一致的预测因素，但被检查的听力学和沟通变量不是。显著的交流变量反映了语言灵活性相对于口语或美国手语技能的好处。
For both practical and theoretical reasons, educators and educational researchers seek to determine predictors of academic success for students at different levels and from different populations. Studies involving hearing students at the postsecondary level have documented significant predictors of success relating to various demographic factors, school experience, and prior academic attainment. Studies involving deaf and hard-of-hearing students have focused primarily on younger students and variables such as degree of hearing loss, use of cochlear implants, educational placement, and communication factors-although these typically are considered only one or two at a time. The present investigation utilizes data from 10 previous experiments, all using the same paradigm, in an attempt to discern significant predictors of readiness for college (utilizing college entrance examination scores) and classroom learning at the college level (utilizing scores from tests in simulated classrooms). Academic preparation was a clear and consistent predictor in both domains, but the audiological and communication variables examined were not. Communication variables that were significant reflected benefits of language flexibility over skills in either spoken language or American Sign Language.