Writing Development in DHH Students: A Bimodal Bilingual Approach
1Department of Linguistics, Stockholm University, Sweden.
Journal of Deaf Studies and Deaf Education
|March 25, 2023
Summary
This study examined written Swedish narratives of deaf and hard-of-hearing students. Increased age correlated with more complex writing, while sign language proficiency showed potential links to richer language use.
Area of Science:
- Linguistics
- Developmental Psychology
- Deaf Education
Background:
- Deaf and hard-of-hearing (DHH) students often face unique challenges in language and literacy development.
- Understanding the impact of diverse linguistic backgrounds, including spoken and signed languages, is crucial for effective educational strategies.
Purpose of the Study:
- To investigate the lexical and syntactic development in written narratives of DHH students.
- To explore the predictive relationship between linguistic backgrounds (spoken Swedish proficiency and Swedish Sign Language proficiency) and written performance.
Main Methods:
- Analysis of written narrative texts from 24 DHH students (aged 8-18).
- Assessment of syntactic complexity and lexical diversity.
- Evaluation of participants' proficiency in spoken Swedish and Swedish Sign Language.
Main Results:
- A significant developmental trend was observed, with increased age predicting more complex written narratives.
- Early language exposure within the critical period appeared to mitigate the impact of age of acquisition on writing outcomes.
- A tendency was found for higher Swedish Sign Language proficiency to correlate with greater adjective density and a higher number of clauses in written texts.
Conclusions:
- Age is a strong predictor of written narrative complexity in DHH students.
- Early language acquisition, regardless of modality, is vital for language development.
- Further research is warranted to explore the positive relationship between sign language proficiency and enhanced writing skills in DHH individuals.
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