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Written phrase structure and grammar evaluation of deaf mute and hard of hearing students with different language expression abilities

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Document pages: 11 pages

Abstract: The purpose of this study is to investigate the written phrase structure and grammatical use of deaf mute and hard of hearing students with different language expression abilities. Twenty nine D HH middle school students in a boarding school for the deaf were divided into three language groups: students who use spoken English, students who use ASL English bilingual and students with language retardation. Samples of personal narrative writing were collected at the beginning, middle and end of the school year. The samples were divided into t units, and language variables were coded according to written language structure analysis (SAWL) and phrase errors, including word efficiency ratio (WER) scores. The repeated measurement ANOVA of wer III showed that the main effect with no significant difference between subjects was statistically significanttor, demonstrating that students from all three language groups made positive gains in their written outcomes over one academic year. There was a reduction in phrasal errors over the course of the year for all language groups. Differences in word efficiency ratio scores by language groups are discussed. Findings from this study suggest that SAWL is an effective tool in assessing the grammaticality of written compositions for d hh students with varying language abilities over time. Instructional implications are discussed.

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