The effect of hearing loss on the development of metacognitive strategies in written language

Author(s): Downey, D. M.

Journal/Book: Volta Rev. 1996; 98: 3417 Volta Place NW, Washington, DC 20007. Alexander Graham Bell Assoc for the Deaf. 97-143.

Abstract: This series of studies describes by age and hearing loss the Colorado population of deaf or hard-of-hearing students' use of inference and elaboration, sequencing, and story-grammar strategies. The data are described according to the number of participants who included the six categories of productive use of inference and elaboration in their written stories: use of picture-based inferences, use of world-based inferences, elaboration of picture-based inferences, elaboration of world-based inferences, elaboration of event, and elaboration of topic or theme. Students' developmental skills are described by age and degree of hearing loss for two categories of nonproductive use of inference and elaboration (use of picture telling and elaboration of picture telling) according to the percentage of participants who used these writing strategies. Participants' development is further described by the percentage of participants at each age level in each hearing loss category for eight types of sequence/connection/cohesion strategies: linked by surface structure, linked by topic or event, linked by labeled topic or title, use of connectors, logical sequence, temporal sequence, physical causality, and psychological causality. The participants who included each of the six categories of story-grammar propositions (setting, beginning or initiating went, attempt, internal response of the character, outcome/consequence, and ending/reaction) in their written stories are described by age and by degree of hearing loss. The data demonstrate that different strategies predominate depending on participants' age and degree of hearing loss.

Note: Article YoshinagaItano C, Univ Colorado, Commun Disorders & Speech Sci Dept, Boulder,CO 80309 USA

Keyword(s): NONDISABLED CHILDREN; STORY RECALL; NARRATIVE DISCOURSE; IMPAIRED CHILDREN; COMPREHENSION; GENERATION; COHESION; STUDENTS; DEAF

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