Analyzing Deaf or Hard-of-Hearing Students' Written Metacognitive Strategies and Story-Grammar Propositions.

Yoshinaga-Itano, Christine; Downey, Doris M.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ544368

Record Type: CIJE

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0042-8639

EISSN: N/A

Analyzing Deaf or Hard-of-Hearing Students' Written Metacognitive Strategies and Story-Grammar Propositions.

Yoshinaga-Itano, Christine; Downey, Doris M.

Volta Review, v98 n1 p63-64 Win 1996

This introduction to Section 1, Part 2 of the theme issue discusses a study that investigated the story-grammar propositions of students who are deaf or hard of hearing. Results found that over 50% of the students could not produce the minimal components of a good story. The processes of story production are explained, including schemata development. (CR)

Descriptors: Deafness, Elementary Secondary Education, Language Acquisition, Metacognition, Partial Hearing, Schemata (Cognition), Skill Development, Story Grammar, Writing Evaluation, Writing Skills, Written Language

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Theme Issue: "Written-Language Assessment and Intervention: Links to Literacy."

Privacy | Copyright | Contact Us | Selection Policy | API