Section 1. Examining written-language assessment and intervention: links to literacy. How deaf and normally hearing students convey meaning within and between written sentences.
Forty-nine normally hearing and 49 severely and profoundly deaf or hard-ofhearing participants representing five age groups (10, 11, 12, 13, and 14 years) wrote compositions elicited from the Accident/Emergency picture of the Peabody Language Development Kit. This study compared the frequency and pr...
| Published in: | Volta Review Vol. 98; no. 1; pp. 9 - 39 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
| Published: |
Alexander Graham Bell Association for the Deaf
Winter96
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107238047&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107238047 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00428639 VLT jtl: Volta Review issn: 00428639 maglogo: N pubinfo: dt: Winter96 vid: 98 iid: 1 pid: 954 pub: Alexander Graham Bell Association for the Deaf place: Washington, District of Columbia artinfo: ui: 107238047 107238047 1998013184 107238047 ppf: 9 ppct: 30 formats: fmt: @attributes: type: T tig: atl: Section 1. Examining written-language assessment and intervention: links to literacy. How deaf and normally hearing students convey meaning within and between written sentences. aug: au: Yoshinaga-Itano C Snyder LS Mayberry R affil: Associate Professor, Communication Disorders Speech Sciences Dept, University of Colorado, Boulder, CO sug: subj: Semantics In Infancy and Childhood Hearing Disorders In Infancy and Childhood Written Language Evaluation Language Development In Infancy and Childhood Funding Source Colorado Child Adolescence Historical Research Case Control Studies Language Tests Pictorial Methods Grammar Repeated Measures Analysis of Variance Descriptive Statistics T-Tests Comparative Studies Human Child: 6-12 years Adolescent: 13-18 years ab: Forty-nine normally hearing and 49 severely and profoundly deaf or hard-ofhearing participants representing five age groups (10, 11, 12, 13, and 14 years) wrote compositions elicited from the Accident/Emergency picture of the Peabody Language Development Kit. This study compared the frequency and proportional distribution of the use of written-language variables that represented (1) intrasentential syntax -- T-unit analysis, (2) intrasentential semantics -- propositional analysis, (3) intersentential syntax -- syntactic cohesive devices, and (4) intersentential semantics -- semantic cohesive devices. Though there were no significant differences between the writing of the normally hearing and deaf or hard-of-hearing students in the total number of propositions, cohesive devices, and T-units, there was a significant difference between the total number of words produced. Differences were found between the strategies chosen by the deaf or hard-of-hearing writers in both syntax and semantics and those of their normally hearing peers. Additionally, age-trend analysis demonstrated significant linear and quadratic age differences for syntactic measures but only quadratic age differences for the semantic measures. This finding indicates the possibility of different developmental trends for syntax and semantics. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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