Comparison of written lang abilities between adult deaf and young deaf children
Keywords:
deaf and hard of hearing children, deaf adults, written language, CyprusAbstract
The purpose of the current study was to compare for the first time in Cyprus deaf and hard of hearing (d/hh) children’s written ability with that of adult d/hh persons. One group consisted of young children who were between 12-13 years of age and with congenital hearing losses (mean 80 dB HL in the better hearing ear at .5, 1, 2, 4 kHz), but without additional disabilities, who were attending the last grade of various general high schools in Cyprus (N = 11). They were trained orally in general schools, which they attended exclusively. The comparison group consisted of 11 adult d/hh persons (mean 75 dB HL in the better hearing ear at .5, 1, 2, 4 kHz), all of whom were between 41-58 years of age, without any disabilities; they all are signing Deaf and had attended the school for the deaf in Cyprus. All participants were asked to produce written texts on topics of common interest (about everyday life). The analysis of the written texts was both quantitative and qualitative. Regarding the quantitative analysis, the written language was analysed by focusing on a) text content and structure, b) syntax, and c) vocabulary. Qualitative analysis was applied for further elaboration on the characteristics observed in the texts of the sample. This study revealed that d/hh children reached better levels of competence in written Greek compared with adult d/hh people, at least for the investigated aspects. The findings of the study may be of importance for educators and policy makers in Cyprus and elsewhere.References
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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.
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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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Published
2012-12-01
How to Cite
Hadjikakou, K., Katsantoni, I., Matar, M., Mnasonos, M., Moustoukki, M., Partaki, E., & Prodromou, M. (2012). Comparison of written lang abilities between adult deaf and young deaf children. Annales Universitatis Paedagogicae Cracoviensis Studia Psychologica, 5(1), 7–17. Retrieved from https://studia-psychologica.uken.krakow.pl/article/view/5575
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