Help me give my students better listening and comprehension goals through assessment data
FULLY FUNDED! Mr. Hall's classroom raised $1,016
This project is fully funded
My Students
Spanish, Afrikaans, Arabic, Fulani, Swahili, Chinese, English, Creole, and American Sign Language are just a few of the languages our students exposed to on a daily basis--both in the home and at school. My students, who are deaf and hard of hearing, are in a self-contained total communication program located in the Bronx, NY. We simultaneously use various forms of communication in our room to fit the needs of each learner. My students are very hard working compassionate kids with a love of learning and experiencing new things first hand. They are all incredibly intelligent and intuitive, but lack of language exposure and oftentimes lack of resources contribute to their lack of understanding and access to grade-appropriate instruction. For this very reason, literacy instruction is key to their success and eventual language acquisition.
My Project
As an educator, it's imperative that I use normed and reliable assessments to inform and guide my practice.
These assessments will help me to pinpoint on the needs of my students and create data-driven goals.
"All too often, students with hearing loss are tested with standard receptive/expressive language assessments and their responses are found to be within 1.5 standard deviations (low average), thereby giving the impression that language is not an issue. Yet we know that many, many of our students have issues carrying on conversations, relating their experiences and retelling stories similar to their age peers."
"The ability to perform a relevant and functional measure of auditory comprehension has been a huge need in the field if education of students who are deaf or hard of hearing. We recognize that the information received by students with hearing loss is incomplete or fragmented. Attention, motivation and language ability all act together, with the fragmented communication received, to determine overall comprehension ability."
"The TAPS-4 provides information about language processing and comprehension skills across three intersecting areas: phonological processing, auditory memory and listening comprehension. These areas underpin the development of effective listening and communication skills and are critical to the development of higher-order language skills, including literacy skills."
More than half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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