Wolbers Kimberly A, Dostal Hannah M, Bowers Lisa M
University of Tennessee, A214 Bailey Education Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996-3442, USA.
J Deaf Stud Deaf Educ. 2012 Winter;17(1):19-38. doi: 10.1093/deafed/enr018. Epub 2011 May 13.
Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but have also made gains with English grammar skills. This 1-year study expands on prior research by longitudinally examining the written language growth (i.e., writing length, sentence complexity, sentence awareness, and function words) of 29 deaf middle-school students. A repeated-measures analysis of variance with a between-subjects variable for literacy achievement level was used to examine gains over time and the intervention's efficacy when used with students of various literacy levels. Students, whether high or low achieving, demonstrated statistically significant gains with writing length, sentence complexity, and sentence awareness. Subordinate clauses were found to be an area of difficulty, and follow up strategies are suggested. An analysis of function word data, specifically prepositions and articles, revealed different patterns of written language growth by language group (e.g., American Sign Language users, oral students, users of English-based sign).
非标准语法形式在聋生写作中经常出现，而在听力正常学生的写作中则很少见，甚至从未见过。在先前的研究中实施了策略性互动写作教学（SIWI）后，学生在高级写作技能（如文本结构）方面有显著提高，在英语语法技能方面也有进步。这项为期一年的研究通过纵向考察29名聋校中学生的书面语言发展（即写作长度、句子复杂性、句子意识和功能词），对先前的研究进行了拓展。采用带有读写成就水平这一被试间变量的重复测量方差分析，以检验随时间的进步以及该干预措施在不同读写水平学生中使用时的效果。无论成绩高低，学生在写作长度、句子复杂性和句子意识方面都有统计学上的显著进步。研究发现从句是一个难点，并提出了后续策略。对功能词数据（特别是介词和冠词）的分析揭示了不同语言群体（如美国手语使用者、口语学生、基于英语的手语使用者）书面语言发展的不同模式。
