ERIC Number: ED239467
Record Type: RIE
Publication Date: 1983-Jan
Reference Count: 0
Syntactic and Semantic Characteristics in the Written Language of Hearing Impaired and Normally Hearing School-Aged Children.
To investigate semantic and syntactic variables in the written language of normally hearing and hearing impaired children, 49 hearing impaired and 49 normally hearing children (10-14 years old) were asked to write compositions based on the Accident/Emergency Picture in the Peabody Language Development Kit. In addition, syntactic characteristics were analyzed through the T-unit and syntactic density score and semantic characteristics through propositional analysis and text cohesion analysis. Hearing impaired and hearing Ss performed significantly differently across all language measures. In general, normal hearing Ss produced quantitatively more than hearing impaired Ss. Age differences on syntactic language measures were characterized by a linear development while age differences on semantic measures were characterized by a quadratic trend for both groups. Four factors accounted for 77% of the variance of performance in hearing impaired Ss: the semantic component, syntactic component, hearing/speech component, and cognitive component. (Author/CL)
Publication Type: Reports - Research; Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Northwestern Univ., Evanston, IL.
Note: Ph.D. Dissertation, Northwestern University. Also submitted as the Final Report on a project entitled "Comparative Analyses of Narrative Written Discourse between Hearing and Hearing Impaired School-Aged Children.