01873caa a2200157   4500008004100000100001900041245007000060260000900130300001000139490002200149520129800171653010901469700002901578773006301607856004501670210629s9999    xx            000 0 und d  aAsha Yathiraj  0aArithmetic School Readinessof Preschoolerswith Hearing Impairment  c2017  a34-49  vVolume 9  Issue 1  aThe study aimed to examine the difficulties of children with hearing impairment in acquiring arith-metic skills at the preschool stage. Two groups of children, one with hearing impairment and anoth-er who were typically developing were assessed on a ‘Pre-Arithmetic School Readiness Test’. The test that was developed as a part of the current study elicited responses for questions presented through the visual and auditory modality, for questions that required open and closed set respons-es. The findings of ANOVA, MANOVA and independent t-test indicated that the children with hear-ing impairment performed poorer than the typically developing children in three of the four sub-categories of the test (auditory-open, auditory-closed, & visual-open). The only sub-section where the children with hearing impairment performed better was the visual-closed sub-category. While the children with hearing impairment performed similar to the typically developing children on tasks involving number concepts and shapes, they performed poorer on fundamental operation of addi-tion and subtraction. The test was found to be sensitive to the difficulties of the children with hear-ing impairment in acquiring arithmetic concepts as it differentiated the performance of the two participant groups.   aPre-arithmetic skills, open-set performance, closed-set performanc, number concept,fundamental operation  aGowramma Ittira Poovaiah  aInternational Journal of Early Childhood Special Education  uhttps://doi.org/10.20489/intjecse.330089