Breaking New Ground: Patterns of Story Problem Solving of Deaf/Hard-of-Hearing Children Who Use Listening/Spoken English

• In Event: Marriott Roundtable Session 32
  In Roundtable Session: Deaf and Hard of Hearing Intersectionalities and Perspectives Roundtable Session

Abstract

This presentation disseminates research findings describing, for the first time, patterns of story problem difficulty and solution strategy use of deaf/hard-of-hearing children who primarily use listening/spoken English to communicate (oral DHH). These patterns, captured on video, will be analyzed using quantitative descriptive and statistical analyses (chi-square and ANOVA, as appropriate). Results will be compared to previous, similarly designed, investigations with Deaf children who use American Sign Language (Ansell & Pagliaro, 2006; Pagliaro & Ansell, 2012) and hearing children (Carpenter et al., 1999; 2015) who use spoken English. Implications regarding appropriate instructional support for oral DHH children’s problem-solving are discussed, advancing the conversation surrounding the unique mathematical needs of all DHH children.

Authors

• Taylor Hallenbeck, NLCSD/Salus University

• Claudia M. Pagliaro, University of North Carolina - Greensboro