Porównanie pisemnych umiejętności językowych między dorosłymi głuchymi osobami a młodszymi głuchymi dziećmi
Słowa kluczowe:
deaf and hard of hearing children, deaf adults, written language, CyprusAbstrakt
Celem obecnego badania było dokonanie pierwszego na Cyprze porównania umiejętności pisania osiąganych przez głuche i niedosłyszące dzieci (ang. d/hh) oraz takie same osoby dorosłe (d/hh). W skład jednej grupy wchodziły dzieci między 12-13 rokiem życia, z wrodzoną utratą słuchu (średnia 80 dB HL w lepiej słyszącym uchu przy 0,5, 1, 2, 4 kHz) lecz bez dodatkowych niepełnosprawności, które uczęszczały do ostatniej klasy różnych, ogólnokształcących szkół średnich na Cyprze (N = 11). Były one nauczane wyłącznie metodą oralną w szkołach ogólnych, do których uczęszczały. Grupa porównawcza składała się z 11 osób dorosłych (d/hh) (średnia 75 dB HL w lepiej słyszącym uchu przy 0,5, 1, 2, 4 kHz), z których wszystkie miały od 41-58 lat, bez żadnych niepełnosprawności; wszystkie one są osobami głuchymi posługującymi się językiem migowym i uczęszczały do szkoły dla głuchych na Cyprze. Wszystkich uczestników poproszono o napisanie tekstów na tematy ogólne (dotyczące życia codziennego). Analiza napisanych tekstów miała charakter ilościowy oraz jakościowy. W odniesieniu do analizy ilościowej, analizując język pisany położono nacisk na a) treść i budowę tekstu, b) składnię oraz c) słownictwo. Analiza jakościowa została zastosowana w celu dalszego szczegółowego omówienia cech zaobserwowanych w tekstach badanych. Badanie wykazało, że dzieci (d/hh) osiągnęły lepszy poziom kompetencji pisemnej w języku greckim w porównaniu z osobami dorosłymi (d/hh), przynajmniej w analizowanych aspektach. Wyniki tego badania mogą być znaczące dla nauczycieli i decydentów na Cyprze oraz w innych krajach.Bibliografia
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Antia, S. D., Reed, S. & Kreimeyer, K. H. (2005). Written lang of deaf and hard-of-hearing students in public schools. Journal of Deaf Studies and Deaf Education, 10(3), 244-255. doi:10.1093/deafed/eni026.
Fabretti, D., Volterra, V. & Pontecorvo, C. (1998). Written abilities in deaf Italians. Journal of Deaf Studies and Deaf Education, 3(3), 231-244.
Geers, A. & Moog, J. (1989). Factors predicting achievement of the development of literacy in profoundly hearing-impaired adolescents. Volta Review, 91, 69-86.
Hadjikakou, K. & Nikolaraizi, M. (2008). The communication experiences of adult deaf people within their family during childhood in Cyprus. Deafness and Education International, 10(2), 60-79. doi:10.1179/146431508790559823.
Hadjikakou, K., Christodoulou, D., Hadjidemetri, E., Konidari, M. & Nicolaou, N. (2009). The experiences of Cypriot hearing adults with Deaf parents in family, school and society. Journal of Deaf Studies and Deaf Education, 14(4), 486-502. doi:10.1093/deafed/enp011.
Hadjikakou, K., Georgiadou, A., Odysseos, I., Konnikou, I. & Theodorou, M. (2010). The comparison of written lang abilities between Cypriot oral deaf and hearing children. L1:Educational Studies in Lang and Literature, 10(1), 127-138.
Holt, J. (1993). Stanford Achievement Test-8th Edition: Reading comprehension subgroup results. American Annals of the Deaf, 138, 172-175.
Karchmer, M. & Mitchell, R. E. (2003). Demographic and achievement characteristics of deaf and hard-of-hearing students. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, lang, and education (pp. 21-37). New York: Oxford University Press.
LaSasso, C. J. & Mobley, R. T. (1997). National survey of reading instruction for deaf or hard of hearing students in the US. The Volta Review, 99, 31-58.
Luetke-Stahlman, B. (1998). Lang issues in deaf education. Hillsboro, Oregon: Butte Publications, Inc.
Makarona, A. & Lampropoulou, V. (2005). An evaluation of written lang of deaf adults. In V. Lampropoulou (Ed.), Inclusion of deaf people in education and society: International Perspectives, International Conference Proceedings (pp. 123-133). Patras: University of Patras.
Marschark, M. (1993). Psychological development of deaf children. New York: Oxford University Press.
Maxwell, M. M. & Falick, T. G. (1992). Cohesion and quality in deaf and hearing children’s written English. Sign Lang Studies, 77, 345-372.
Mayer, C. (2007). What really matters in the early literacy development of deaf children. Journal of Deaf Studies and Deaf Education, 12(4), 411-431. doi:10.1093/deafed/enm020.
Moores, D. F., & Sweet, C. (1990). Factors predictive of school achievement. In D. F. Moores & K. P. Meadow-Orlans (Eds.), Educational and developmental aspects of deafness. Washington, DC: Gallaudet University.
Musselman, C. & Szanto, G. (1998). The written performance of deaf adolescents: Patterns of performance. Journal of Deaf Studies and Deaf Education, 3, 245-257.
Nolen, S. & Wilbur, R. (1985). The effects of context on deaf students’ comprehension of difficult sentences. American Annals of the Deaf, 130, 231-235.
Nunes, T. (2004). Teaching mathematics to deaf children. London: Whurr Publishers.
Schirmer, B. R. (2000). Lang & literacy development in children who are deaf. Boston: Allyn and Bacon.
Svirsky, M. A., Robbins, A. M., Iler Kirk, K., Pisoni, D. B. & Miyamoto, R. T. (2000). Lang development in profoundly deaf children with cochlear implants. Psychological Science, 11(2), 153-158.
Webster, A. (1986). Deafness, development and literacy. London: Methuen.
Yoshinaga-Itano, C. & Brown, S. L. (1981). The development of social-cognition in deaf preschool children: A pilot study. Paper presented at meetings of the Southeastern Psychological Association, Atlanta.
Yoshinaga-Itano, C. & Downey, D. M. (1992). When a story is not a story: a process analysis of written lang of hearing-impaired children. Volta Review, 2, 131-158.
Yoshinaga-Itano, C., Snyder, L. S., & Mayberry, R. (1996). Can lexical/semantic skills differentiate deaf or hard-of-hearing readers and nonreaders? Volta Review, 98, 39-62.
Antia, S. D., Reed, S. & Kreimeyer, K. H. (2005). Written lang of deaf and hard-of-hearing students in public schools. Journal of Deaf Studies and Deaf Education, 10(3), 244-255. doi:10.1093/deafed/eni026.
Fabretti, D., Volterra, V. & Pontecorvo, C. (1998). Written abilities in deaf Italians. Journal of Deaf Studies and Deaf Education, 3(3), 231-244.
Geers, A. & Moog, J. (1989). Factors predicting achievement of the development of literacy in profoundly hearing-impaired adolescents. Volta Review, 91, 69-86.
Hadjikakou, K. & Nikolaraizi, M. (2008). The communication experiences of adult deaf people within their family during childhood in Cyprus. Deafness and Education International, 10(2), 60-79. doi:10.1179/146431508790559823.
Hadjikakou, K., Christodoulou, D., Hadjidemetri, E., Konidari, M. & Nicolaou, N. (2009). The experiences of Cypriot hearing adults with Deaf parents in family, school and society. Journal of Deaf Studies and Deaf Education, 14(4), 486-502. doi:10.1093/deafed/enp011.
Hadjikakou, K., Georgiadou, A., Odysseos, I., Konnikou, I. & Theodorou, M. (2010). The comparison of written lang abilities between Cypriot oral deaf and hearing children. L1:Educational Studies in Lang and Literature, 10(1), 127-138.
Holt, J. (1993). Stanford Achievement Test-8th Edition: Reading comprehension subgroup results. American Annals of the Deaf, 138, 172-175.
Karchmer, M. & Mitchell, R. E. (2003). Demographic and achievement characteristics of deaf and hard-of-hearing students. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, lang, and education (pp. 21-37). New York: Oxford University Press.
LaSasso, C. J. & Mobley, R. T. (1997). National survey of reading instruction for deaf or hard of hearing students in the US. The Volta Review, 99, 31-58.
Luetke-Stahlman, B. (1998). Lang issues in deaf education. Hillsboro, Oregon: Butte Publications, Inc.
Makarona, A. & Lampropoulou, V. (2005). An evaluation of written lang of deaf adults. In V. Lampropoulou (Ed.), Inclusion of deaf people in education and society: International Perspectives, International Conference Proceedings (pp. 123-133). Patras: University of Patras.
Marschark, M. (1993). Psychological development of deaf children. New York: Oxford University Press.
Maxwell, M. M. & Falick, T. G. (1992). Cohesion and quality in deaf and hearing children’s written English. Sign Lang Studies, 77, 345-372.
Mayer, C. (2007). What really matters in the early literacy development of deaf children. Journal of Deaf Studies and Deaf Education, 12(4), 411-431. doi:10.1093/deafed/enm020.
Moores, D. F., & Sweet, C. (1990). Factors predictive of school achievement. In D. F. Moores & K. P. Meadow-Orlans (Eds.), Educational and developmental aspects of deafness. Washington, DC: Gallaudet University.
Musselman, C. & Szanto, G. (1998). The written performance of deaf adolescents: Patterns of performance. Journal of Deaf Studies and Deaf Education, 3, 245-257.
Nolen, S. & Wilbur, R. (1985). The effects of context on deaf students’ comprehension of difficult sentences. American Annals of the Deaf, 130, 231-235.
Nunes, T. (2004). Teaching mathematics to deaf children. London: Whurr Publishers.
Schirmer, B. R. (2000). Lang & literacy development in children who are deaf. Boston: Allyn and Bacon.
Svirsky, M. A., Robbins, A. M., Iler Kirk, K., Pisoni, D. B. & Miyamoto, R. T. (2000). Lang development in profoundly deaf children with cochlear implants. Psychological Science, 11(2), 153-158.
Webster, A. (1986). Deafness, development and literacy. London: Methuen.
Yoshinaga-Itano, C. & Brown, S. L. (1981). The development of social-cognition in deaf preschool children: A pilot study. Paper presented at meetings of the Southeastern Psychological Association, Atlanta.
Yoshinaga-Itano, C. & Downey, D. M. (1992). When a story is not a story: a process analysis of written lang of hearing-impaired children. Volta Review, 2, 131-158.
Yoshinaga-Itano, C., Snyder, L. S., & Mayberry, R. (1996). Can lexical/semantic skills differentiate deaf or hard-of-hearing readers and nonreaders? Volta Review, 98, 39-62.
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2012-12-01
Jak cytować
Hadjikakou, K., Katsantoni, I., Matar, M., Mnasonos, M., Moustoukki, M., Partaki, E., & Prodromou, M. (2012). Porównanie pisemnych umiejętności językowych między dorosłymi głuchymi osobami a młodszymi głuchymi dziećmi. Annales Universitatis Paedagogicae Cracoviensis Studia Psychologica, 5(1), 7–17. Pobrano z https://studia-psychologica.uken.krakow.pl/article/view/5575
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