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Related Experiment Videos

From drill to practice? A question of generalization.

E Schneiderman1

  • 1Department of Special Education, California State University, Northridge.

American Annals of the Deaf
|January 1, 1990
PubMed
Summary

Hearing-impaired students produced more syntactically correct sentences in structured formats compared to unstructured ones. This suggests structured sentence-building activities may benefit language development in these students.

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Area of Science:

  • Linguistics
  • Special Education
  • Developmental Psychology

Background:

  • Syntactic correctness is crucial for effective communication.
  • Hearing-impaired students may face challenges in developing sentence structure skills.
  • Current educational practices often involve metalinguistic sentence pattern activities.

Purpose of the Study:

  • To investigate the impact of structured versus unstructured formats on syntactic sentence production in hearing-impaired students.
  • To explore the relationship between performance in structured and unstructured sentence-writing tasks.

Main Methods:

  • Twenty hearing-impaired students participated in the study.
  • Two sentence-generating tasks assessed structured format performance (e.g., Noun + Verb + Where).
  • A story-writing task assessed unstructured format performance.

Main Results:

  • Students generated significantly more syntactically correct sentences in the structured format.
  • Correlations between performance on the two formats were very low.
  • This indicates distinct skill sets may be involved in each format.

Conclusions:

  • Structured sentence-building activities, utilizing metalinguistic patterns, appear beneficial for hearing-impaired students.
  • The findings suggest that teaching methods should consider the specific demands of different writing formats.
  • Further research is warranted to optimize educational strategies for syntactic development in this population.

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