Harry Lang - Academia.edu (original) (raw)
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Papers by Harry Lang
Sign Language Studies, 2015
American Annals of the Deaf, Feb 1, 1982
Science and Children, Apr 1, 1983
Information Technology and Disabilities, Apr 1, 1996
American Annals of the Deaf, Jun 1, 1979
Journal of deaf studies and deaf education, 2003
One hundred and thirty-three mathematics teachers of deaf students from grades 6-12 responded to ... more One hundred and thirty-three mathematics teachers of deaf students from grades 6-12 responded to a survey on mathematics word problem-solving practices. Half the respondents were teachers from center schools and the other half from mainstream programs. The latter group represented both integrated and self-contained classes. The findings clearly show that regardless of instructional setting, deaf students are not being sufficiently engaged in cognitively challenging word problem situations. Overall, teachers were found to focus more on practice exercises than on true problem-solving situations. They also emphasize problem features, possibly related to concerns about language and reading skills of their students, rather than analytical and thinking strategies. Consistent with these emphases, teachers gave more instructional attention to concrete visualizing strategies than to analytical strategies. Based on the results of this study, it appears that in two of the three types of educat...
Journal of deaf studies and deaf education, 2002
A review of research on deaf students in higher education reveals a significant body of knowledge... more A review of research on deaf students in higher education reveals a significant body of knowledge about the barriers these students face in gaining access to information in the classroom. Much less is known about the potential solutions to these problems. In addition, there is a dearth of research on the effectiveness of such support services as interpreting, note taking, real-time captioning, and tutoring, particularly with regard to their impact on academic achievement. This article summarizes relevant research and suggests directions for educational researchers interested in enhancing academic success and the retention of deaf students in higher education programs.
Biographical Encyclopedia of Astronomers, 2014
The Biographical Encyclopedia of Astronomers, 2007
Journal of deaf studies and deaf education, 2003
In this study of deaf college students' performance solving compare word problems, relational... more In this study of deaf college students' performance solving compare word problems, relational statements were either consistent or inconsistent with the arithmetic operation required for the solutions. The results support the consistency hypothesis Lewis and Mayer (1987) proposed based on research with hearing students. That is, deaf students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term (e.g., having to add when the relational term was less than). Also, the reversal error effect with inconsistent word problems was magnified when the relational statement was a marked term (e.g., a negative adjective such as less than) rather than an unmarked term (e.g., a positive adjective such as more than). Reading ability levels of deaf students influenced their performance in a number of ways. As predicted, there was a decrease in goal-monitoring errors, mu...
Biographical Encyclopedia of Astronomers, 2014
The Biographical Encyclopedia of Astronomers, 2007
The Biographical Encyclopedia of Astronomers, 2007
Sign Language Studies, 2015
American Annals of the Deaf, Feb 1, 1982
Science and Children, Apr 1, 1983
Information Technology and Disabilities, Apr 1, 1996
American Annals of the Deaf, Jun 1, 1979
Journal of deaf studies and deaf education, 2003
One hundred and thirty-three mathematics teachers of deaf students from grades 6-12 responded to ... more One hundred and thirty-three mathematics teachers of deaf students from grades 6-12 responded to a survey on mathematics word problem-solving practices. Half the respondents were teachers from center schools and the other half from mainstream programs. The latter group represented both integrated and self-contained classes. The findings clearly show that regardless of instructional setting, deaf students are not being sufficiently engaged in cognitively challenging word problem situations. Overall, teachers were found to focus more on practice exercises than on true problem-solving situations. They also emphasize problem features, possibly related to concerns about language and reading skills of their students, rather than analytical and thinking strategies. Consistent with these emphases, teachers gave more instructional attention to concrete visualizing strategies than to analytical strategies. Based on the results of this study, it appears that in two of the three types of educat...
Journal of deaf studies and deaf education, 2002
A review of research on deaf students in higher education reveals a significant body of knowledge... more A review of research on deaf students in higher education reveals a significant body of knowledge about the barriers these students face in gaining access to information in the classroom. Much less is known about the potential solutions to these problems. In addition, there is a dearth of research on the effectiveness of such support services as interpreting, note taking, real-time captioning, and tutoring, particularly with regard to their impact on academic achievement. This article summarizes relevant research and suggests directions for educational researchers interested in enhancing academic success and the retention of deaf students in higher education programs.
Biographical Encyclopedia of Astronomers, 2014
The Biographical Encyclopedia of Astronomers, 2007
Journal of deaf studies and deaf education, 2003
In this study of deaf college students' performance solving compare word problems, relational... more In this study of deaf college students' performance solving compare word problems, relational statements were either consistent or inconsistent with the arithmetic operation required for the solutions. The results support the consistency hypothesis Lewis and Mayer (1987) proposed based on research with hearing students. That is, deaf students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term (e.g., having to add when the relational term was less than). Also, the reversal error effect with inconsistent word problems was magnified when the relational statement was a marked term (e.g., a negative adjective such as less than) rather than an unmarked term (e.g., a positive adjective such as more than). Reading ability levels of deaf students influenced their performance in a number of ways. As predicted, there was a decrease in goal-monitoring errors, mu...
Biographical Encyclopedia of Astronomers, 2014
The Biographical Encyclopedia of Astronomers, 2007
The Biographical Encyclopedia of Astronomers, 2007