Early mathematical performance of deaf and hard of hearing toddlers in family-centred early intervention programmes.
Research indicates that establishing a strong foundation in early mathematics is essential for later academic learning. Previous research with students who are deaf or hard of hearing (DHH) has shown varying differences in the performance and achievement when compared to typically hearing (TH) stude...
| Publicado en: | Deafness & Education International Vol. 26; no. 2; pp. 190 - 208 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jun2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=177038171&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177038171 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14643154 Z0V jtl: Deafness & Education International issn: 14643154 maglogo: N pubinfo: dt: Jun2024 vid: 26 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 177038171 163137766 177038171 177038171 10.1080/14643154.2023.2201028 177038171 ppf: 190 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Early mathematical performance of deaf and hard of hearing toddlers in family-centred early intervention programmes. aug: au: Wauters, Loes Pagliaro, Claudia M. Kritzer, Karen L. Dirks, Evelien affil: Royal Kentalis, Kentalis Academy, Utrecht, The Netherlands sug: subj: Early Childhood Intervention Netherlands Task Performance and Analysis Mathematics Deafness Family Centered Care Human Netherlands Child, Preschool Neuropsychological Tests Case Control Studies Male Female Data Analysis Software Unpaired T-Tests Chi Square Test Children with Disabilities Questionnaires Parents Comparative Studies Problem Solving Funding Source Child, Preschool: 2-5 years Male Female ab: Research indicates that establishing a strong foundation in early mathematics is essential for later academic learning. Previous research with students who are deaf or hard of hearing (DHH) has shown varying differences in the performance and achievement when compared to typically hearing (TH) students. While the majority of research in this area has been conducted in the United States, studies in other countries suggest that these differences may be global. The present study investigated the early mathematics abilities of 3-year-old DHH children enrolled in family-centred early intervention in the Netherlands. Fifty-three DHH and TH children were given an adapted version of the Early Mathematics Performance Diagnostic. Results showed that on average, the DHH and the TH children performed similarly on all domains, except for Measurement. Likewise, both groups showed similar mathematical knowledge in most early mathematics tasks measuring sub-concepts such as counting objects, shape matching, or measuring weight. Differences were identified in some basic tasks measuring the sub-concepts (e.g. rote counting, measuring time, solving puzzles), however, not on the more advanced tasks measuring these same sub-concepts. These findings are important for parents, teachers, and early interventionists. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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