Date Approved

5-1-2002

Embargo Period

5-12-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Dihoff, Roberta

Second Advisor

Klanderman, John

Subject(s)

Academic achievement; Deaf--Means of communication

Disciplines

Educational Psychology

Abstract

This investigation compared hearing-impaired populations that have been educated with and primarily communicated with either the use of Sign Language, Cued Speech, or the Oral Method. The purpose of the study is to give an overall picture of how each method impacts the hearing-impaired learner.

The sample of this study was hearing impaired males and females over the age of 18 who have taken either the Scholastic Aptitude Test (SAT) or the American College Test (ACT). All had a significant hearing loss labeled as profound and none were considered mild losses.

A sixteen-question survey was given to the participants consisting of marking all answers that applied in their individual case. The key questions were pertaining to the scores on the verbal section of the SAT I/ACT, the final grade point average in high school, and the primary mode of communication used throughout their learning years.

An Independent One-Way Analysis of Variance (ANOVA) was the model used to test the hypotheses. The means of each group were compared in this test.

It was concluded that there were no main effects and no interaction between the groups. The alternate hypothesis was rejected, in that the Cued Speech subjects would score higher and perform better in academic subjects that the oral and sign language participants although the results are very closely related in number.

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