Beyond the Red Pen: A Functional Grammar Approach to Evaluating the Written Language of Deaf Students

Autor/inn/en	Kilpatrick, Jennifer Renée; Wolbers, Kimberly A.
Titel	Beyond the Red Pen: A Functional Grammar Approach to Evaluating the Written Language of Deaf Students
Quelle	In: Psychology in the Schools, 57 (2020) 3, S.459-474 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kilpatrick, Jennifer Renée) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22289
Schlagwörter	Grammar; Written Language; Deafness; Students with Disabilities; Writing Evaluation; Language Acquisition; Developmental Stages; Language Tests; Writing Instruction; Test Construction; Elementary School Students; Intermediate Grades; Nouns; Verbs; Form Classes (Languages); Student Evaluation + Suchen Sie Ihr Suchwort? Grammatik; Geschriebene Sprache; Gehörlosigkeit; Taubstummheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sprachaneignung; Spracherwerb; Language test; Sprachtest; Schreibunterricht; Testaufbau; Mittelstufe; Analytischer Sprachbau; Schulnote; Studentische Bewertung
Abstract	Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a Systemic Functional Grammar (SFG) approach to language analysis to provide teachers with a new way to evaluate deaf students' writing. This project consisted of two studies. The first study focused on determining whether SFG analysis could be helpful for teachers of the deaf. The second study focused on mapping a trajectory of the written language development of deaf students and the development of written language inventory for teachers of the deaf. This inventory, along with additional evaluation tools, has the potential to impact both objective setting and instruction. [For the corresponding grantee submission, see ED602731.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01