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Findings indicate that stronger ASL skills are associated with improved MAP performance, with moderation by age, gender, parental hearing status, and identified learning disabilities. The work frames math success as intertwined with language development across schooling.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/counting-differently-assessing-mathematics-achievement-of-signing-deaf-and-hard-of-hearing-children-through-a-unique-lens/591059/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/counting-differently-assessing-mathematics-achievement-of-signing-deaf-and-hard-of-hearing-children-through-a-unique-lens/591059.png","ImageObject",300,407,{"name":42,"@type":43},"McQueen","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",11,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How many participants were included in the study?","Question",{"text":63,"@type":64},"The study examined 257 participants and compared their NWEA MAP results with an ASL skills assessment.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What relationship did the authors find between ASL skills and math performance?",{"text":68,"@type":64},"Better ASL skills tended to result in better NWEA MAP performance.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors moderated the link between ASL skills and mathematics achievement?",{"text":72,"@type":64},"The results were moderated by factors including age, gender, parental hearing status, and learning disability identification.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},591059,1792252404,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":145,"read_time":99,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Henner, J., Pagliaro, C., Sullivan, S. B., & Hoffmeister, R. (2021). Counting differently: Assessing mathematics achievement of signing deaf and hard of hearing children through a unique lens. American Annals of the Deaf, 166(3), 318–341.  \nCounting Differently: Assessing Mathematics Achievement of Signing Deaf and Hard of Hearing Children Through a Unique Lens  \nJon Henner, Claudia Pagliaro, SaraBeth Sullivan, and Robert Hoffmeister  \nLimited studies exist that connect using signed language with mathematics performance of deaf and hard of hearing children. In the present study, the authors examined 257 participants and compared their results on the Northwest Evaluation Association: Measures of Academic Progress (NWEA MAP) to their results on an assessment of American Sign Language (ASL) skills. It was found that better ASL skills tended to result in better MAP performance. These results are moderated by factors such as age, gender, parental hearing status, and learning disability identification.  \nKeywords: deaf, language, American Sign Language, ASL, mathematics  \nFor decades, studies have presented the mathematics achievement of deaf and hard of hearing (DHH) students as trailing that of their hearing peers (Traxler, 2000) . Many of these academic analyses tend to focus on averages (notably, medians), which can mask the true variability within the data set and create a focus on delaysand deficiencies. Hidden from view is amore complex picture of the mathematics abilities of DHH children, including in particular those who perform above the so-called average and those at grade level or above.  \nAlthough there are relatively few studies that focus specifically within these broad contexts, those that do find that DHH  \nlearners demonstrate equal or superior abilities in numeracy when compared to their age-equivalent hearing counterparts (Arfé et al., 2011; Barbosa, 2013; Zarfaty et al., 2004). DHH learners, preschool through postsecondary (including college-level DHH adults), have demonstrated age-appropriate mathematics skills (Kritzer, 2009; Lange et al., 2013; Pagliaro & Ansell, 2012; Qi & Mitchell, 2012; Traxler, 2000) . Little is known, however, about why DHH children succeed in mathematics while others struggle. In the present investigation, a more comprehensive view of student achievement and an exploration of multiple factors that may contribute to mathematics performance  \nHenner and Pagliaro are members ofthe Department of Specialized Education Services, University of North Carolina at Greensboro. Henner is an assistant professor and coordinator of the Professions in Deafness concentration, and Pagliarois a professor and co-coordinator of the K–12 Deaf and Hard of Hearing Teacher Licensure Program. Sullivan is a student in the PhD in Educational Neuroscience Program, Gallaudet University, Washington, DC. Hoffmeister is an associate professor emeritus and former director of the Center for the Study of Communication and Deafness, Boston University, Boston, MA.  \n318  \n04_Henner. indd  \n318  \n11/10/21  \n5:41  \nPM  \nprovide insight and constructive direction to those working with DHH children and youth.  \nLanguage and Mathematics  \nResearchers have long recognized the relationship between language and academic success (Chen & Li, 2008; Cummins, 1982), including success in mathematics (Secada, 1992). To truly learn mathematics, one must engage with it and communicate about it through language. While philosophers argue about whether mathematics itself is a language (e.g., Krussel, 1998), we make no such distinction here; mathematics is both a language and a system of operations performed on numbers, patterns, and relationships. Similarly, as with language, one must be involved with mathematics in contexts that have meaning and purpose, at increasingly higher and broader cognitive levels, to succeed in education (Wang et al., 2017). Skills learned in mathematics and language scaffold one another to create an interdependent r","cbCaikchFl6nLmbE","https://ap.wps.com/l/cbCaikchFl6nLmbE","pdf",2974092,24,"English","# Introduction\n## Mathematics achievement and variability in DHH learners\n## Language and mathematics: interdependent skills\n# Study design and findings\n## Participants and measures (NWEA MAP and ASL assessment)\n## Moderators of mathematics performance","[{\"question\":\"How many participants were included in the study?\",\"answer\":\"The study examined 257 participants and compared their NWEA MAP results with an ASL skills assessment.\"},{\"question\":\"What relationship did the authors find between ASL skills and math performance?\",\"answer\":\"Better ASL skills tended to result in better NWEA MAP performance.\"},{\"question\":\"Which factors moderated the link between ASL skills and mathematics achievement?\",\"answer\":\"The results were moderated by factors including age, gender, parental hearing status, and learning disability identification.\"}]","Counting Differently - Assessing Mathematics Achievement of Signing Deaf and Hard of Hearing Children Through a Unique Lens | PDF",1792071033]