This manuscript reviews 28 studies of reading research on deaf and hard-of-hearing (DHH) students published since 2000 that used correlational analyses. The examination focused on assessment issues affecting measurement and analysis of relationships between early phonological or orthographic skills and reading comprehension. Mixed outcomes complicate efforts to determine evidence-based practices, and to develop an accurate model of reading. Across the 28 studies, DHH participants represented a wide age range with potential floor and ceiling effects that reduce score variability for valid correlations. Many studies assessed readers beyond the optimal ages during which early skills develop and are most useful for reading. Reading skills also were assessed using a diverse array of measures and skill definitions. Particularly for reading comprehension, word-level and text-level abilities appear to be different constructs. Suggestions include more consistent skill definitions and differential timing for early- versus later-developing skill assessments to ensure more robust correlational relationships.
This study supports the need for specific training programmes and course work for college students with disabilities who are interested in improving computer access skills.
This study examined faculty perspectives of teaching undergraduate nursing courses entirely online via the World Wide Web. More than 80% of the 171 faculty completing the online survey indicated spending more time planning and implementing a Web course than a traditional course. Forty-seven percent preferred online teaching to traditional instruction, and described the experience as a success beyond expectation. This positive reaction supports the ongoing viability of Web-based instruction in nursing education.
This manuscript analyzed a survey of programs providing transition services to deaf and hard-of-hearing (D/HH) students. Quantitative analyses compared services offered by residential, large (35+ D/HH students), and small (<35 students) programs. Correlations across Employment Preparation, Post-school Preparation, and Transition Assessments were significant suggesting program consistency in offerings. ANOVA comparisons for Employment Preparation found that residential programs offered significantly more services than large or small programs. Post-school Preparation and Transition Assessments were not significantly different indicating similar levels of services. Overall, programs focused their services on early and initial transition issues rather than on long-term needs and strategies. In contrast, research indicates that D/HH students require longer to achieve postsecondary and employment outcomes commensurate with their peers. Several strategies are offered to increase program access to specialized transition services and supports for these students in meeting their unique transition needs.
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