Writing in Role: Developing Theory of Mind in the Written Language of Deaf Children

Autor/inn/en	Chilton, Helen; Mayer, Connie; McCracken, Wendy
Titel	Writing in Role: Developing Theory of Mind in the Written Language of Deaf Children
Quelle	In: American Annals of the Deaf, 164 (2019) 4, S.481-495 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Theory of Mind; Written Language; Deafness; Correlation; Writing Processes; Role; Teaching Methods; Hearing Impairments; Teacher Attitudes; Writing (Composition); Elementary School Students + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Gehörlosigkeit; Taubstummheit; Korrelation; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Hearing impairment; Hörbehinderung; Lehrerverhalten; Schreibübung
Abstract	While there is an emerging body of research investigating the associations between Theory of Mind and reading in both hearing and deaf children, little attention has been given to the connections between ToM and writing, and the potential for developing ToM through the process of writing. In a descriptive study, the authors focused on investigating the use of writing in role as a means not only of looking for evidence of ToM understandings in text, but of considering the utility of writing in role as a possible strategy for the development of ToM. The written samples of 43 deaf children (aged 7;2 years-11;11 years) were examined, and evidence of ToM was found in the writing of 81% (n = 35), with children demonstrating abilities across the spectrum of development. Implications for both research and pedagogical practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01