The Stanford Achievement Test, 9th Edition: National Norming and Performance Standards for Deaf and Hard-of-Hearing Students.

By Carol Bloomquist Traxler. Journal of Deaf Studies and Deaf Education, 2000

799 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/385896b5c284a5925f22a8f3a6128f1ba76ff462

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Charlene Chamberlain
2. T. Nunes
3. Rachel I. Mayberry
4. M. Marschark
5. Ben Alderson-Day

Citations in the corpus

• A Synthesis of Research on Deaf and Hearing Children's Mathematical Achievement (2011, background): “Tymms et al. (2003), Nunes and Moreno (1998), and Wollman (1965) reported the effect size and it was possible to calculate the effect size from the results obtained by Kritzer (2009), Traxler (2000), Antia et al. (2009), and Frostad (1996), who reported all the necessary information.”
• Intellectual functioning of deaf adults and children: Answers and questions (2006, background): “Attempts over the years to alter the landscape for deaf children by requiring intensive oral-only education or placing them in regular local classrooms have done little to improve literacy and other academic skills or to make deaf children look more like hearing children (Traxler, 2000).”
• Reading Comprehension of Dutch Deaf Children (2006, background): “It should be noted that some of the deaf and hard-of-hearing students performed at a similar level as their hearing peers but that the number of deaf and hard-of-hearing students achieving at the level of their hearing peers was found to decrease with age (Traxler, 2000).”
• Mathematics and Deaf Children: An Exploration of Barriers to Success (2005, background): “…low information pronouns (it, something), lengthy passages (reliance on connectives), words that have different meanings within maths than they do in general usage (such as difference, factor, product), multiple ways of expressing single concepts, and abbreviations and symbols (Traxler, 2000).”
• American Sign Language syntactic and narrative comprehension in skilled and less skilled readers: Bilingual and bimodal evidence for the linguistic basis of reading (2008, background): “About 10% of deaf students read beyond a Grade 8 level (Traxler, 2000).”