Date of Award
2015
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
As many deaf and hard-of-hearing (DHH) students struggle to attain reading achievement at levels similar to their hearing peers, it is imperative that educators consider efficient methods to monitor DHH students reading progress. This mixed-method study investigated teachers perceptions regarding administration and usage of curriculum-based measurement (CBM) data to monitor effectively the reading progress of students who are DHH and develop quality individualized education programs (IEP). The study was conducted with teachers serving DHH students in first through fifth grades at a Midwest School for the Deaf. Results were analyzed utilizing a variety of methods to report adequately all findings. Feedback from teachers of DHH students was used to investigate the utility of CBMs to inform current instructional practices and student educational plans with this population. Data were gathered through the completion of knowledge assessments, self-reflections, an IEP rubric, and focus group interviews. Repeated measures t tests and analyses of descriptive statistics were utilized to answer the research questions. In addition, focus group interviews with teachers were utilized to glean themes and in-depth information about the use of CBM data.
Recommended Citation
Marley, Melody E., "Investigating Teacher Perceptions About Reading CBM With Deaf And Hard-Of-Hearing Elementary Students" (2015). All-Inclusive List of Electronic Theses and Dissertations. 1972.
https://scholars.indianastate.edu/etds/1972