Counting Differently: Assessing Mathematics Achievement in Signing Deaf and Hard of Hearing Children Through a Unique Lens

Limited studies exist that connect using signed language with mathematics performance in deaf and hard of hearing children. Here we examine 257 participants and compare their results on the NWEA MAP to their results on an assessment of ASL skills. We found that better ASL skills tended to result in better MAP performance. These results are moderated by factors such as age, gender, parental hearing status, and learning disability identification.