THE PSYCHOEDUCATIONAL CHARACTERISTICS OF SCHOOL-AGED STUDENTS IN COLORADO WITH EDUCATIONALLY SIGNIFICANT HEARING LOSSES

The purpose of this series of studies was to demonstrate the comparabi lity of this Colorado population of dea for hard-of-hearing students w ith today's deafer hard-of hearing students and with those reported on in the literature. The students are described through their performan ce on the Test of Auditory Comprehension of Language (TACL) (Carrow-Wo olfolk, 1973); The Test of Syntactic Abilities (Quigley, Steinkamp, Po wer, & Jones, 1978); words per T-unit (Hunt, 1965); Woodcock Johnson's Psychoeducational Battery (WJPEB) paragraph comprehension, calculatio n, and proofing subtests (1979); A Speech Intelligibility Test for Dea f Children (the Clarke test) (Manger, 1972); and the Vineland Social M aturity Scale (the Vineland scale) (Doll, 1965). Additionally, the rel ationship between these assessments and the elaboration, sequencing, s tory-grammar and total process score from the Colorado Process Analysi s of Written Language (COPA) (Yoshinaga-Itano & Downey, 1992) is repor ted. The weakest relationship among these written-language strategies is with the Clarke test and the TACL, indicating that these metalingui stic/metacognitive written-language strategies are not strongly relate d to speech skills or syntactic structure comprehension through conver sational dialogue. The WJPEB calculation subtest and the Vineland test have a surprisingly strong relationship with the COPA, indicating tha t the underlying cognitive strategies for these skills may be similar to those needed for written-language expression.