Journal Article

Deaf Students and Their Classroom Communication: An Evaluation of Higher Order Categorical Interactions Among School and Background Characteristics

Thomas E. Allen and Melissa L. Anderson

in The Journal of Deaf Studies and Deaf Education

Volume 15, issue 4, pages 334-347
Published in print January 2010 | ISSN: 1081-4159
Published online July 2010 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/enq034
Deaf Students and Their Classroom Communication: An Evaluation of Higher Order Categorical Interactions Among School and Background Characteristics

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This article investigated to what extent age, use of a cochlear implant, parental hearing status, and use of sign in the home determine language of instruction for profoundly deaf children. Categorical data from 8,325 profoundly deaf students from the 2008 Annual Survey of Deaf and Hard-of-Hearing Children and Youth were analyzed using chi-square automated interaction detector, a stepwise analytic procedure that allows the assessment of higher order interactions among categorical variables. Results indicated that all characteristics were significantly related to classroom communication modality. Although younger and older students demonstrated a different distribution of communication modality, for both younger and older students, cochlear implantation had the greatest effect on differentiating students into communication modalities, yielding greater gains in the speech-only category for implanted students. For all subgroups defined by age and implantation status, the use of sign at home further segregated the sample into communication modality subgroups, reducing the likelihood of speech only and increasing the placement of students into signing classroom settings. Implications for future research in the field of deaf education are discussed.

Journal Article.  6722 words.  Illustrated.

Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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