This paper presents the reading comprehension subgroup results based on Stanford Achievement Test - 8th Edition, when administered to deaf students. The norming sample was randomly selected from students participating in the Annual Survey of Hearing-Impaired Children and Youth for the 1989-90 school year. It included deaf and hard of hearing students, ages 8 through 20, without reported mental retardation, who were receiving special education services throughout the United States.
Five graphs depicting the median scaled scores and corresponding grade equivalents (GEs) on the 8th Edition Stanford Achievement Test (SAT-8) Reading Comprehension subtest for various groups of deaf and hard of hearing students are analyzed and presented in the article. In this report, a summary for each graph is given.
![[Figure 1: SAT-8 Reading Comprehension median scaled scores]](sat-read-fig1.gif)
The
scaled scores on the y-axis range from a low of 400 to a high of
700. On the x-axis is the age ranging from 8 to 18. This graph contains
median scores for both deaf and hearing students. (The latter are
presented only through age 15.) The line graph indicates that hearing
students age 15 have reached the grade equivalent of 10.0.
Deaf and hard of hearing students in the norming sample were assigned test levels according to screening procedures recommended by CADS (Center for Demographics Studies, Gallaudet University). A lag in the reading achievement of deaf and hard of hearing students is indicated in this graph. Their highest median scaled score is 619 at age 17 (with a corresponding grade equivalent of 4.5).
![[Figure 2: SAT-8 Reading Comprehension median scaled scores by
program type]](sat-read-fig2.gif)
Students in special school programs, both residential and day, scored significantly lower than students in integrated local school programs, but significantly higher than those in non-integrated local school programs. Students are categorized according to their level of hearing loss and the type of school program they attend.
Caution must be observed when drawing conclusions from these results. It is not known whether students achieve more due to integration or whether students are selected for integration based on their higher achievement levels.
![[Figure 3: SAT-8 Reading Comprehension median scaled scores by
level of hearing loss]](sat-read-fig3.gif)
This similar graph set-up shows a relationship between reading comprehension scores and level of hearing loss, consistent across age groups of 8-18. Three levels of hearing loss presented on this demographics are less-than-severe, severe, and profound. As shown, the highest median scaled scores are:
This section concludes with an interpretation stating, "Students with less-than severe losses were those most likely to be enrolled in integrated local school programs, where the level of reading achievement was highest."
![[Figure 4: SAT-8 Reading Comprehension median scaled scores by
ethnicity]](sat-read-fig4.gif)
Three enthic groups evaluated are White (non-Hispanic), Black (non-Hispanic, and Hispanic. White students scored significantly higher than Black or Hispanic students. Minority students were most likely to be enrolled in non-integrated local school programs, where the level of reading achievement was lowest. With a high correlation between ethnic group membership and socioeconomic status (no direct measurement in the data base), it is possible that socioeconomic status had a significant effect on achievement and that ethnic group membership served as a surrogate.
![[Figure 5: SAT-8 Reading Comprehension median scaled scores by
presence of additional educationally relevant handicaps]](sat-read-fig5.gif)
Students with reported additional educationally relevant handicapping condition(s) (one or more AHC) scored significantly lower than those with no additional handicaps (no AHC). Students with a cognitive handicap (i.e., emotional/behaviorial problem or learning disability) were most likely to be enrolled in non-integrated local school programs, where the level of reading achievement was lowest.
Conclusions are as follows: