Abstract
Fluency, flexibility, and originality scores were obtained from Thinking Creatively With Words, Form A, given to 418 deaf and hearing children in Grades 4, 5 and 6. These divergent thinking scores were higher for deaf children. Fluency scores were dependent upon hearing status, grade level, and sex but not in interaction with each other. Flexibility scores were independent of hearing status, sex, and grade level. Originality scores were dependent upon hearing status, sex, and grade level and upon interaction of grade level with hearing status.
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