Journal of Deaf Studies and Deaf Education Advance Access originally published online on July 13, 2009
The Journal of Deaf Studies and Deaf Education 2009 14(4):409-421; doi:10.1093/deafed/enp015
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Barely Started and Already Left Behind: A Descriptive Analysis of the Mathematics Ability Demonstrated by Young Deaf Children
Kent State University
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Abstract |
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This study examined young deaf children's early informal/formal mathematical knowledge as measured by the Test of Early Mathematics Ability (TEMA-3). Findings from this study suggest that prior to the onset of formal schooling, young deaf children might already demonstrate evidence of academic delays. Of these 28 participants (4–6 years of age), for whom data were analyzed, none received a score on the TEMA-3, indicating above-"average" ability according to normative ranking. More than half of participants received scores substantially below average with 11 participants receiving scores a year or more behind normative age-equivalent scores. Upon more focused analysis, specific areas of difficulty were found to include word/story problems, skip counting (i.e., counting by twos, threes, etc.), number comparisons, the reading/writing of two to three digit numbers, and addition/subtraction number facts. A qualitative analysis of the answers participants gave and the behaviors they demonstrated while answering the test items was conducted and revealed possible explanations for why specific test items may have been challenging. Implications of findings for parents, early interventionists, and teachers of young deaf children are discussed.
Correspondence should be sent to Karen L. Kritzer, Educational Foundations and Special Services 405, White Hall, PO Box 5190, Kent, OH 44242-0001 (e-mail: kkritzer{at}kent.edu).
Received November 3, 2008; revised May 4, 2009; accepted June 4, 2009