Rosen Russell S, Hartman Maria C, Wang Ye
Am Ann Deaf. 2017;161(5):528-536. doi: 10.1353/aad.2017.0002.
In his article in this American Annals of the Deaf special issue that also includes the present article, Grushkin argues that the writing difficulties of many deaf and hard of hearing children result primarily from the orthographic nature of the writing system; he proposes a new system based on features found in signed languages. In response, the present authors review the literature on D/HH children's writing difficulties, outline the main percepts of and assumptions about writing signed languages, discuss "thinking-for-writing" as a process in developing writing skills, offer research designs to test the effectiveness of writing signed language systems, and provide strategies for adopting "thinking-for-writing" in education. They conclude that until empirical studies show that writing signed languages effectively reflects writers' "thinking-for-writing," the alphabetic orthographic system of English should still be used, and ways should be found to teach D/HH children to use English writing to express their thoughts.
在格鲁什金发表于《美国聋人年鉴》本期特刊（其中也包含本文）的文章中，他认为许多失聪及重听儿童的书写困难主要源于书写系统的正字法特性；他基于手语中发现的特征提出了一种新系统。对此，本文作者回顾了关于失聪/重听儿童书写困难的文献，概述了书写手语的主要感知和假设，讨论了“为写作而思考”作为发展写作技能的一个过程，提供了测试手语书写系统有效性的研究设计，并给出了在教育中采用“为写作而思考”的策略。他们得出结论，在实证研究表明书写手语能有效反映作者的“为写作而思考”之前，仍应使用英语的字母正字法系统，并应找到方法教失聪/重听儿童使用英语写作来表达他们的想法。
