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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Using correct word sequences to assess writing fluency in deaf learners.

Hannah M Dostal1, Susan Easterbrooks2

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The Correct Word Sequences (CWS) task reliably measures writing fluency in deaf and hard of hearing (DHH) students. This validated assessment offers a new tool for evaluating young DHH learners' writing skills.

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Area of Science:

  • Education
  • Linguistics
  • Psychology

Background:

  • Recent studies show promise in deaf-centered instruction for deaf and hard of hearing (DHH) students.
  • A research gap exists concerning the validity of writing fluency assessments for DHH learners.

Purpose of the Study:

  • To examine the reliability and validity of the Correct Word Sequences (CWS) task for assessing written fluency in DHH first and second graders.
  • To compare the CWS task to the Woodcock-Johnson III Writing Fluency subtest (WJ-III WF).

Main Methods:

  • A sample of 64 DHH first and second graders participated.
  • Multiple linear regression models analyzed the relationship between CWS and WJ-III WF scores.
  • Data were collected across fall and spring semesters.

Main Results:

  • Findings indicate that the CWS task is a reliable measure of writing fluency for young DHH writers.
  • The CWS task demonstrated validity as a measure of written fluency in this population.
  • A significant relationship was found between CWS and WJ-III WF scores.

Conclusions:

  • The Correct Word Sequences (CWS) task is a reliable and valid assessment for measuring written fluency in young deaf and hard of hearing (DHH) students.
  • CWS presents a viable alternative or supplementary tool to existing writing fluency assessments for DHH learners.