Chinese Grammatical Development of Deaf and Hard of Hearing Children in a Sign Bilingualism and Coenrollment Program.
The literacy development of d/Deaf and hard of hearing (d/Dhh) children has always been a matter of grave concern among educators, and grammatical knowledge is said to constitute a major component such development. The present article reports on a study that examined the development of Chinese gramm...
| Publicado en: | American Annals of the Deaf Vol. 167; no. 5; pp. 675 - 700 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
American Annals of the Deaf
Winter2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163631045&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163631045 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Winter2023 vid: 167 iid: 5 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 163631045 163631045 163631045 10.1353/aad.2023.0007 163631045 ppf: 675 ppct: 25 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Chinese Grammatical Development of Deaf and Hard of Hearing Children in a Sign Bilingualism and Coenrollment Program. aug: au: Tang, Gladys Li, Qun Li, Jia Yiu, Chris K-M sug: subj: Grammar China Deafness Hearing Disorders In Infancy and Childhood Multilingualism Human Funding Source China Child Qualitative Studies Deaf Education Literacy Cognition Child: 6-12 years ab: The literacy development of d/Deaf and hard of hearing (d/Dhh) children has always been a matter of grave concern among educators, and grammatical knowledge is said to constitute a major component such development. The present article reports on a study that examined the development of Chinese grammar among groups of d/Dhh and hearing children who received education through a sign bilingualism and coenrollment (SLCO) approach. Findings from administration of a prestandardized assessment tool showed that while the d/Dhh children generally lagged behind their hearing peers at all levels, the gap began to narrow from Primary 2 onward, and they caught up with their hearing peers in most except for a few grammatical constructions by Primary 4. Qualitative analysis revealed a similar developmental profile and similar degrees of difficulty in mastering the more complex constructions in written Chinese between the two groups of children. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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