Grammar Structures and Deaf and Hard of Hearing Students: A Review of Past Performance and a Report of New Findings

Autor/inn/en	Cannon, Joanna E.; Kirby, Susannah
Titel	Grammar Structures and Deaf and Hard of Hearing Students: A Review of Past Performance and a Report of New Findings
Quelle	In: American Annals of the Deaf, 158 (2013) 3, S.292-310 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Grammar; Deafness; Hearing Impairments; Morphemes; Form Classes (Languages); Language Acquisition; English; Difficulty Level; Morphology (Languages); Urban Schools; Day Schools; Nouns; Verbs; Computer Software; Computer Assisted Instruction; Age Differences; Reading Skills; Vocabulary Development; Teaching Methods; Literature Reviews + Suchen Sie Ihr Suchwort? Grammatik; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Morphem; Analytischer Sprachbau; Sprachaneignung; Spracherwerb; English language; Englisch; Schwierigkeitsgrad; Morphology; Morphologie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Day school; Halbtagsschule; Computer based training; Computerunterstützter Unterricht; Age; Difference; Age difference; Altersunterschied; Reading skill; Lesefertigkeit; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Results of a study are presented that suggest the grammatical structures of English some deaf and hard of hearing students struggle to acquire. A review of the literature from the past 40 years is presented, exploring particular lexical and morphosyntactic areas in which deaf and hard of hearing children have traditionally exhibited difficulty. Twenty-six participants from an urban day school for the deaf used the LanguageLinks software, produced by Laureate Learning Systems, for 10 minutes daily for 9 weeks. The descriptive analysis of the results expands on findings reported by Cannon, Easterbrooks, Gagne, and Beal-Alvarez (2011). The results indicated that many participants struggled with regular noun singular/plural; accusative first- and second-person singular; noun/verb agreement copular "be"; accusative third-person number/gender; locative pronominals; auxiliary "be"/regular past "-ed;" and prenominal determiners plural. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01