Relationship Between Classroom Technology and Reading Scores of Deaf Students: A Longitudinal Study

Relationship Between Classroom Technology and Reading Scores of Deaf Students: A Longitudinal Study

Author: 
Mabel Rebecca Reid
Program of study: 
Ed.D./ET
Abstract: 
Academic achievement among deaf/hard of hearing (DHH) students in a county located in the Southeast United States where the three K-12 study site schools are located is limited due to poor access to specialized technology and instruction. Improving the reading skills of hearing-impaired students through technology and instruction is essential to closing learning gaps among these students. The purpose of the quantitative longitudinal study was to empirically examine the relationship between specialized classroom technology use and the reading test scores of K-12 DHH students. The quantitative study followed a longitudinal design and involve a sample of 28 K-12 DHH students who have been assigned the selected technologies. Study data were collected during two points in time over the course of two years and will include participants’ reading scores. Data were entered into SPSS version 24.0 and a mixed design, or one within one between analysis of variance (ANOVA) was conducted. Results from this study may be used to guide decisions made by educational leaders on the allocation of resources for DHH students and provide teachers with alternative approaches to meeting the academic needs of hearing impaired learners.
Dedication: 
I would like to dedicate my dissertation to God, my son – Maliq Edward Reid, my parents – Mr. and Mrs. Herman E. Reid, Jr. and my dissertation committee members. Each of these individuals have put up with my long hours to complete the challenges and journey to complete my dissertation. I would like to say thank you to each of you for your support, patience, cooperation, help, and understanding.
Acknowledgements: 
I would like to acknowledge and thank Maliq Edward Reid, my son for keeping my focused on my goal and dream to complete my doctoral journey. I also would like to give acknowledgements to my parents, friends, and dissertation committee members for your invaluable support and help.