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dc.contributor.authorWalker, Lynette M.en_US
dc.contributor.authorRickards, Field W.en_US
dc.date.accessioned2014-05-21T20:19:51Z
dc.date.available2014-05-21T20:19:51Z
dc.date.issued1993en_US
dc.identifier.citationWalker, L. M., & Rickards, F. W. (1993). Reading comprehension levels of profoundly, prelingually deaf students in Victoria. The Australian Teacher of the Deaf, 32, 32-47.en_US
dc.identifier.urihttp://hdl.handle.net/11343/27346
dc.descriptionCopyright permission has been sought but has not been received, therefore this material will remain restricted.en_US
dc.description.abstractIn the recent ministerial report on deaf education in Victoria, the predicted outcome of deaf school leavers was that they would only achieve a grade three or four level of reading. One hundred and ninety five profoundly, prelingually deaf students from grade four to year twelve in Victoria were tested using the Stanford Reading Comprehension test. Although the results showed a wide range of reading ability among the students, the overall mean reading grade equivalent was grade 5.0 and over 40% were reading at average or above average levels. Sixty-nine percent of deaf "school leavers " were reading at higher levels than the grade four level assumed in the Victorian ministerial report and the average "school leaver" reading grade equivalent was at a grade 6.0 level.en_US
dc.relation.ispartofScientific publications, vol. 7, 1992-1993 no. 578en_US
dc.subjectdeaf educationen_US
dc.subjectreading levelsen_US
dc.titleReading comprehension levels of profoundly, prelingually deaf students in Victoriaen_US
dc.typeJournal Articleen_US
melbourne.source.titleThe Australian Teacher of the Deafen_US
melbourne.source.volume32en_US
melbourne.source.pages32-47en_US
melbourne.elementsidNA
melbourne.contributor.authorRickards, Field
melbourne.accessrightsThis item is currently not available from this repository


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