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Deaf CognitionFoundations and Outcomes$
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Marc Marschark and Peter C Hauser

Print publication date: 2008

Print ISBN-13: 9780195368673

Published to Oxford Scholarship Online: September 2008

DOI: 10.1093/acprof:oso/9780195368673.001.0001

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Why Considerations of Verbal Aptitude Are Important in Educating Deaf and Hard-of-Hearing Students

Why Considerations of Verbal Aptitude Are Important in Educating Deaf and Hard-of-Hearing Students

Chapter:
(p.131) Chapter 5 Why Considerations of Verbal Aptitude Are Important in Educating Deaf and Hard-of-Hearing Students
Source:
Deaf Cognition
Author(s):

C. Tane Akamatsu

Connie Mayer

Steven Hardy-Braz

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195368673.003.0005

This chapter examines the importance of assessing the language abilities of DHH students in order to understand their potential for achievement in mathematics and science. It considers the Cattell–Horn–Carroll (CHC) theory, a three-stratum hierarchical framework of cognitive abilities that postulates a general factor (g) and ten broad factors: crystallized intelligence (Gc), fluid reasoning (Gf ), auditory processing (Ga), visual processing (Gv), short-term memory (Gsm), long-term retrieval (Glr), processing speed (Gs), reaction time (Gt), literacy (Grw), and quantitative abilities (Gq). These ten broad abilities subsume over seventy narrow-stratum abilities. It argues that using CHC theory will aid in understanding the cognitive processes underlying language and literacy weaknesses that are unusual even within the deaf population.

Keywords:   language abilities, mathematic ability, science, intelligence, academic achievement, Cattell–Horn–Carroll theory

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