Summaries of Three Articles Along with Creditability of Each Article

Article one- Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms

Each and every child deserves the right to equal education no matter if they have a disability or not. Just because students have a disability that does not mean that they will not learn like their classmates. Results from a standardized test taken by 197 students with hearing loss show that students with hearing loss can obtain information as well as someone who can hear. The results from the math, reading, and language tests showed that over 70% of students with hearing loss scored average or above-average in math, over 60% of students with hearing loss scored average or above-average in reading, and over 75% of students with hearing loss scored average or above-average in language. The overall result of the experiment showed that students in general education classrooms can learn like their peers.

The creditability of this article is well thought out and written. Before writing the article, the authors tested certain students to gain evidence to support their theory. The authors received evidence to prove to the readers that students with hearing loss can learn as well as their peers. The results of the tests given to the students with hearing loss, show that students with hearing loss are average or above average while learning the class standards. The authors of this article are given good creditability because they state their thesis and support it with facts and evidence.

Article two- Predicting Academic Success Among Deaf College Students

            Children with hearing loss are often struggling throughout their educational career in school. Even though they struggle to learn like their peers, they manage through.  Students who are hard of hearing were most likely grown up in a house hold with hearing members. In the analyze of the results of tests taken by deaf and hard of hearing students, (DHH)  DHH students scored positive. This means that they are able to understand and work with their hearing peers and classmates. DHH students are able to understand and comprehend the information given to them.

            The authors of this article give test results from tests taken by deaf and hard of hearing students to support their theory that students with hearing loss can understand and work with their hearing peers. The creditability is alright, but not as well-written as article one. Article one proves its thesis statement by evidence and facts to show their thesis statement is true. Article two, states that they analyzed results from tests taken by students with hearing loss, but do not give details about the test results. If this article gave more details about the results from the tests taken by the students with hearing loss, it would have more creditability.

Article three- Large-Scale Academic Achievement Testing of Deaf and Hard-of-Hearing Students: Past, Present, and Future

Deaf and hard of hearing students are given tests to help acquire the statistics to record the academic achievement of these students. The testing has three objectives to discover; find out the academic achievement of a DHH student in general schools, to find out if DHH students will need extra help in school such as special education, and to research for new ideas for future testing experiments in the future. Testing for the DHH students have changed in the past three decades. Students are taking these tests to benefit themselves along with other DHH students in their position.

This article only talks about the different types of tests given to students with hearing loss. The authors of this article, do not talk about the results of the tests to support their theories. If the authors gave evidence and facts to support the different types of tests and how they benefit students with hearing loss, they would have received more creditability. The authors talked about the purposes of the different tests and stated what would happen if a student with hearing loss passed or failed one of these tests. The creditability of this article is low due to a lack of supporting evidence and details.