title: Grammar structures and deaf and hard of hearing students: a review of past performance and a report of new findings.
abstract: Results of a study are presented that suggest the grammatical structures of English some deaf and hard of hearing students struggle to acquire. A review of the literature from the past 40 years is presented, exploring particular lexical and morphosyntactic areas in which deaf and hard of hearing children have traditionally exhibited difficulty. Twenty-six participants from an urban day school for the deaf used the LanguageLinks software, produced by Laureate Learning Systems, for 10 minutes daily for 9 weeks. The descriptive analysis of the results expands on findings reported by Cannon, Easterbrooks, Gagne, and Beal-Alvarez (2011). The results indicated that many participants struggled with regular noun singular/plural; accusative first- and second-person singular; noun/verb agreement copular "be"; accusative third-person number/ gender; locative pronominals; auxiliary "be"/regular past "-ed;" and prenominal determiners plural.
authors.affiliation: Department of Educational and Counseling Psychology and Special Education, The University of British Columbia, Vancouver, Canada.
authors.forename: Joanna E
authors.initials: JE
authors.lastname: Cannon
authors.forename: Susannah
authors.initials: S
authors.lastname: Kirby
mesh_terms: D002648:Child; D002675:Child, Preschool; D003194:Computer-Assisted Instruction / Q000379:methods*; D003638:Deafness / Q000534:rehabilitation*; D060345:Education of Persons with Hearing Disabilities / Q000379:methods* / Q000458:organization & administration; D005260:Female; D006801:Humans; D008037:Linguistics; D008297:Male; D019986:Persons with Hearing Disabilities / Q000534:rehabilitation*; D015397:Program Evaluation