Marschark M, Mouradian V, Halas M
National Technical Institute for the Deaf, Rochester Institute of Technology, NY 14623.
J Exp Child Psychol. 1994 Feb;57(1):89-107. doi: 10.1006/jecp.1994.1005.
A variety of studies has documented lags in deaf children's development of literacy-related skills relative to hearing age-mates. Among the reported differences is the finding that deaf children typically do not appear to make use of discourse rules in structuring their writing. In the present study, we compared signed and written productions by deaf 7- to 15-year-olds to oral and written productions of hearing age-mates. Two studies demonstrated that signed and oral productions had similar discourse structures as indicated by the patterns of causal goal-action-outcome episodes (Trabasso, van den Broek, & Suh, 1989). Written productions in Experiment 2 also revealed comparable discourse organization for the two samples, but the grammatical and lexical character of deaf children's writing lagged behind that of the hearing children. The results indicate that deaf children make use of discourse rules in narrative production, but that these may be obscured by disfluencies in writing.
多项研究记录了聋儿在读写相关技能发展方面相对于同龄听力正常儿童的滞后情况。报告中指出的差异之一是，聋儿在组织写作时似乎通常不会运用语篇规则。在本研究中，我们将7至15岁聋儿的手语和书面作品与同龄听力正常儿童的口语和书面作品进行了比较。两项研究表明，手语和口语作品具有相似的语篇结构，这体现在因果目标 - 行动 - 结果情节模式中（特拉巴索、范登布罗克和苏，1989）。实验2中的书面作品也显示出两个样本具有可比的语篇组织，但聋儿写作的语法和词汇特征落后于听力正常儿童。结果表明，聋儿在叙事创作中会运用语篇规则，但这些规则可能会因写作中的不流畅而被掩盖。
