Literaturnachweis - Detailanzeige
| Autor/inn/en | Mayer, Connie; Trezek, Beverly |
|---|---|
| Titel | Writing and Deafness: State of the Evidence and Implications for Research and Practice |
| Quelle | In: Education Sciences, 9 (2019), Artikel 185 (16 Seiten)Infoseite zur Zeitschrift
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| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2227-7102 |
| Schlagwörter | Deafness; Students with Disabilities; Writing Difficulties; Writing Instruction; Writing Achievement; Oral Language; Children; Age Differences; Assistive Technology; Writing Processes; Evidence |
| Abstract | Although reading and writing play equally important roles in the literacy development of deaf individuals, far more attention has been paid to reading than to writing in both research and practice. This is concerning as outcomes in writing have remained poor despite changes in communication philosophies (e.g., spoken and/or signed) and pedagogical approaches. Although there are indications of a positive shift as the context for deaf education has been transformed with advances in hearing technologies, challenges are ongoing. In order to better understand why deaf learners struggle to achieve age-appropriate outcomes in written language, the goal of this paper will be to take stock of the available research evidence in writing and deafness, and interpret it in light of both the Simple View of Writing (SVW), in which ideation or text generation is linked to oral language, and current models of the composing process. Based on this overview and analysis, implications and directions for future research and practice will be discussed. (As Provided). |
| Anmerkungen | MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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