Text Composition by Deaf and Hearing Middle-School Students: The Role of Working Memory

Autor/inn/en	Alamargot, Denis; Lambert, Eric; Thebault, Claire; Dansac, Christophe
Titel	Text Composition by Deaf and Hearing Middle-School Students: The Role of Working Memory
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 20 (2007) 4, S.333-360 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-006-9033-y
Schlagwörter	Writing (Composition); Writing Skills; Deafness; Short Term Memory; Comparative Analysis; Middle School Students; Spatial Ability; Grammar; Spelling; Phonology; Correlation; Foreign Countries; France + Suchen Sie Ihr Suchwort? Schreibübung; Writing skill; Schreibfertigkeit; Gehörlosigkeit; Taubstummheit; Kurzzeitgedächtnis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Räumliches Vorstellungsvermögen; Grammatik; Schreibweise; Fonologie; Korrelation; Ausland; Frankreich
Abstract	The aim of this study was to compare the compositional performances of deaf and hearing students and to investigate the relationships between these performances and working memory capacities. Fifteen prelingually deaf, sign-using students and 15 hearing students composed a descriptive text and performed working memory tasks. The deaf students had poorer compositional performances in terms of fluency and spelling. They also displayed shorter writing and phonological spans. Correlations indicate that greater visuospatial capacity is associated with better conceptual processing in hearing students, but with an increase in grammatical errors in both deaf and hearing students. In the conclusion, we evoke ways of improving writing skills in deaf students in relation to working memory. (Contains 5 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10