The purpose of this study was to measure the academic performance of children with mild hearing loss (20-45 dB) by comparing them with a normal control group. Twenty-four pairs of children in the first through fourth grades were compared. The achievement scores of the second and fourth grade student pairs were compared for the current academic year and for the previous academic year. A two-way analysis of Variance was used to compare the achievement scores from the Iowa Test of Basic Skills of the two groups. The results indicated statistical significance on some subtests of the first and fourth grade student's scores. The standard mean scores of the hearing impaired group was almost always poorer than the normal control group in every grade. The interaction between the two groups in the second and fourth grade showed no significance statistically. The improvement in scores between the two years for the two groups was relatively parallel, however, the hearing impaired group's improvement was usually poorer in most of the subtests. The discussion includes the implications of these results indicating a negative effect of mild hearing loss particularly as the hearing impaired child gets older. It also includes interesting points related to hearing aid management and special services.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-3359 |
| Date | 01 May 1981 |
| Creators | Peterson, Miles Ellis |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu). |
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