Abstract
This literature review synthesizes approximately 30 years of research on students from kindergarten through 12th grade with hearing impairments who are suspected of having a specific learning disability (SLD). Assessing SLDs in these students presents significant challenges, particularly when evaluating cognitive abilities using the Cattell-Horn-Carroll (CHC) theory of intelligence. This theory encompasses seven broad cognitive domains that influence academic success in reading, mathematics, and writing, including crystallized intelligence, fluid and sequential reasoning, long-term and short-term memory, visual processing, auditory processing, and processing speed. Since auditory processing is inherently affected in students with hearing impairments, this review excludes it from discussion. The findings highlight a critical gap in research, underscoring the need for further studies exploring the relationships between cognitive abilities and hearing loss.
Recommended Citation
Gupta, Pooja; Cole, Corinna V.; and Blackwell, William H.
(2025)
"Assessing Cognitive Abilities in Students with Hearing Loss and Specific Learning Disabilities,"
Journal of Human Services: Training, Research, and Practice: Vol. 11:
Iss.
2, Article 4.
Available at:
https://scholarworks.sfasu.edu/jhstrp/vol11/iss2/4
Included in
Educational Assessment, Evaluation, and Research Commons, Special Education and Teaching Commons
Tell us how this article helped you.
