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Personal computers and process writing: a written language intervention for deaf children

R Mander1, K M Wilton, M A Townsend

  • 1Stanford University, California, USA.

The British Journal of Educational Psychology
|December 1, 1995
PubMed
Summary

Word processing significantly improved written language skills for primary-aged deaf children. This intervention, integrated with process writing, enhances literacy for young learners with hearing loss.

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Area of Science:

  • Education
  • Linguistics
  • Special Education

Background:

  • Deaf children often face challenges in developing written language skills.
  • Effective interventions are crucial for improving literacy in this population.

Purpose of the Study:

  • To evaluate the effectiveness of word processing as a written language intervention for primary-age deaf children.
  • To assess the impact of word processing on the quality of written language samples.

Main Methods:

  • A quasi-experimental design with multiple-group baselines and pre/post-tests was employed.
  • 14 primary-age deaf children participated in the study.
  • Written language samples were collected and rated by experienced teachers and a speech-language therapist.

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Main Results:

  • Significant improvements in written language quality ratings were observed.
  • Word processing intervention positively impacted the children's writing skills.

Conclusions:

  • Word processing is an effective adjunct to the process writing approach for deaf children.
  • This intervention enhances written language instruction for young learners with hearing impairments.