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Evidence-Based Practices in Deaf Education$
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Harry Knoors and Marc Marschark

Print publication date: 2018

Print ISBN-13: 9780190880545

Published to Oxford Scholarship Online: September 2018

DOI: 10.1093/oso/9780190880545.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 23 January 2022

Sleuthing the 93% Solution in Deaf Education

Sleuthing the 93% Solution in Deaf Education

(p.1) 1 Sleuthing the 93% Solution in Deaf Education
Evidence-Based Practices in Deaf Education

Marc Marschark

Harry Knoors

Oxford University Press

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.

Keywords:   deaf education, deaf children, cochlear implants, bilingual education, sign language

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