Writing Development in DHH Students: A Bimodal Bilingual Approach

Autor/in	Gärdenfors, Moa
Titel	Writing Development in DHH Students: A Bimodal Bilingual Approach
Quelle	In: Journal of Deaf Studies and Deaf Education, 28 (2023) 2, S.211-225 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gärdenfors, Moa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enac045
Schlagwörter	Deafness; Hearing Impairments; Elementary School Students; Secondary School Students; Writing (Composition); Writing Instruction; Swedish; Sign Language; Writing Skills; Writing Achievement; Syntax; Age Differences; Predictor Variables; Language Acquisition; Language Proficiency; Form Classes (Languages); Bilingualism; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Sekundarschüler; Schreibübung; Schreibunterricht; Schwedisch; Gebärdensprache; Writing skill; Schreibfertigkeit; Age; Difference; Age difference; Altersunterschied; Prädiktor; Sprachaneignung; Spracherwerb; Language skill; Language skills; Sprachkompetenz; Analytischer Sprachbau; Bilingualismus; Ausland; Schweden
Abstract	This article describes the lexical and syntactic development of written narratives in 24 deaf and hard-of-hearing (DHH) students aged between 8 and 18 and takes into account how their varying linguistic backgrounds may predict their written performance. All participants use spoken Swedish, but the study also considers their proficiency in Swedish Sign language, which ranged from zero to fluent. Their narrative texts were analyzed in regard to syntax and lexicon, which demonstrated a strong developmental trend in which increased age predicted more complex texts. Age of acquisition did not predict any writing outcome, which is suggested to occur because all participants were exposed to language early, that is, within the critical time window for language acquisition. Sign language proficiency showed a tendency to predict adjective density and number of clauses, which encourages future research in this area, especially since this connection argues for the benefits of early access to a language and the positive relationship between sign language proficiency and writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01