Narrative abilities in hearing-impaired children: propositions and cohesion.
Two linguistic microstructures, propositions and cohesive devices, were analyzed in story recalls by 11 primary and intermediate level hearing-impaired students. The students were enrolled in total communication, public day classes, and had severe-to-profound hearing losses. Four story conditions were presented: (1) easy structure--T.C.; (2) complex structure--T.C.; (3) complex structure with pictures--T.C.; and (4) create-a-story--pictures. Students watched and then retold or made up a story to a friend. Recalls were videotaped and transcribed by a deaf adult and the first investigator. Recalls of hearing-impaired students were significantly shorter than those found earlier for hearing students. When stories are very simple, hearing-impaired students generate mostly complete propositions, however as complexity increases, semantic errors result in fewer complete propositions.
Griffith
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Teacher Development and Curriculum Studies Department, Kent State University, Ohio 44242.
Ripich
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Dastoli
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D000293:Adolescent; D002648:Child; D002675:Child, Preschool; D003142:Communication; D012048:Correction of Hearing Impairment; D006801:Humans; D008037:Linguistics; D010353:Patient Education as Topic; D012813:Sign Language; D014743:Videotape Recording