Investigating the Writing Achievement of Deaf Learners

Area of Science:

• Audiology
• Developmental Psychology
• Educational Psychology

Background:

• Inclusive education settings are increasingly common for deaf learners.
• Advancements in hearing technologies aim to improve auditory access for deaf students.
• Understanding writing achievement in deaf learners is crucial for educational support.

Purpose of the Study:

• To assess writing achievement in Canadian school-aged deaf learners.
• To compare their performance with hearing peers.
• To identify demographic and audiological factors influencing writing skills.

Main Methods:

• A cohort of 64 school-aged deaf learners participated.
• Writing achievement was measured using the Test of Written Language-Fourth Edition (TOWL-4).
• Demographic and audiological data were collected to identify influencing factors.

Main Results:

• A significant percentage of deaf learners performed in the average or above-average range on the TOWL-4.
• Grade level, type of hearing loss, auditory perception scores, and absence of additional disabilities were significant predictors.
• These findings suggest that many deaf learners can achieve comparable writing outcomes.

Conclusions:

• Deaf learners in inclusive settings can demonstrate strong writing abilities.
• Educational and audiological factors play a significant role in writing achievement.
• Further research is needed to inform educational policy and pedagogical practices for deaf learners.