Young deaf children and the prediction of reading and mathematics

Tymms, P.; Brien, D.; Merrell, C.; Collins, J.; Jones, P.

doi:10.1177/1476718x030012004

Young deaf children and the prediction of reading and mathematics

Tymms, P.; Brien, D.; Merrell, C.; Collins, J.; Jones, P.

Authors

Professor Peter Tymms p.b.tymms@durham.ac.uk
Emeritus Professor

D. Brien

C. Merrell

J. Collins

P. Jones

Abstract

Nearly 1000 deaf children were assessed upon entry to school, aged four and five years, using a broad baseline assessment, and then again one year later in reading and maths. Comparative data were also available for hearing children. These data were used to look at the prediction of the academic achievement of children with varying degrees of hearing loss. Despite past failures at establishing good predictors and despite the apprently very complex nature of the task, clear and simple prediction proved to be possible. The findings are discussed in terms of monitoring systems and research potential.

Citation

Tymms, P., Brien, D., Merrell, C., Collins, J., & Jones, P. (2003). Young deaf children and the prediction of reading and mathematics. Journal of Early Childhood Research, 1(2), 197-212. https://doi.org/10.1177/1476718x030012004

Journal Article Type	Article
Publication Date	Oct 1, 2003
Deposit Date	Oct 14, 2008
Journal	Journal of Early Childhood Research
Print ISSN	1476-718X
Electronic ISSN	1741-2927
Publisher	SAGE Publications
Peer Reviewed	Peer Reviewed
Volume	1
Issue	2
Pages	197-212
DOI	https://doi.org/10.1177/1476718x030012004
Keywords	Achievement, Assessment, Hearing-loss, Value-added.