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Journal of Deaf Studies and Deaf Education Advance Access originally published online on August 10, 2006
The Journal of Deaf Studies and Deaf Education 2007 12(1):25-37; doi:10.1093/deafed/enl012
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© The Author 2006. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Deaf College Students' Mathematical Skills Relative to Morphological Knowledge, Reading Level, and Language Proficiency

Ronald R. Kelly

National Technical Institute for the Deaf, Rochester Institute of Technology

Martha G. Gaustad

Bowling Green State University


  Abstract

This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.

Correspondence should be sent to Ronald R. Kelly, Department of Research and Teacher Education, National Technical Institute for the Deaf, Rochester Institute of Technology, 96 Lomb Memorial Drive, Rochester, NY 14623 (e-mail: ronald.kelly{at}rit.edu).

Received April 27, 2006; revised July 18, 2006; accepted July 18, 2006


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[Abstract] [Full Text] [PDF]


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