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ERIC Number: ED221997
Record Type: RIE
Publication Date: 1982-Mar
Pages: 40
Abstractor: N/A
Reference Count: 0
Narrative Schemata in Hearing-Impaired Readers.
Knight, David L.
The study involving 82 hearing and 78 hearing impaired undergraduates was undertaken to test the hypothesis that hearing impaired Ss would cluster prepositions into different sentence groups when operating from scrambled story presentations than would hearing Ss. It was also hypothesized that hearing impaired Ss would show different cluster solutions when operating from scrambled than from canonical story presentations and that hearing Ss would show the same cluster solutions regardless of story presentation. Two conditions of story presentations were utilized--canonical (in which stories were presented to Ss with sentences in normal story order) and scrambled (with sentences randomly ordered). The scrambling of story prepositions was done to remove the salience of the syntactic and causal markers contained in the story prepositions. The scrambling was necessary to devise a more stringent test of the strengths of Ss' narrative schemata than was possible using canonically ordered stories. Findings supported the hypothesis that hearing impaired Ss showed different subjective story structures. Two primary sources for the development of narrative schemata development were also considered. The first primary source was seen to be exposure to stories through listening to them and through reading. A second primary source was noted to reside in knowledge of logic and causation and in the individual's realm of experience that enables him to know how things function generally. It was speculated that hearing impaired children, on the whole, do not share the same set of experiences with either the world, generally, or with narratives, as do their hearing peers. Tables listing story presentations used are included. (SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 19-23, 1982).