Abstract
Abstract When it comes to educating deaf and hard-of-hearing (DHH) learners, everything works for somebody, but nothing works for everybody. They frequently enter and leave school with less content knowledge than their hearing peers. The resulting academic underachievement—and explanations for it—have persisted for decades. Even large-scale studies have accounted for only a fraction of the total variability in DHH learners’ academic achievement. It has been argued that teachers and instructional issues likely explain most of this variability, yet we have failed to capture ways of documenting or measuring that impact. Language abilities are central to DHH learners’ academic progress, but several language-related factors associated with it in earlier grades do not predict later achievement. Convergence of these achievement and language issues is not coincidental, but indicates possible sources of such findings and offers new directions toward understanding challenges to both DHH learners’ academic progress and research addressing it.
Published Version
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