ERIC Number: ED310355
Record Type: Non-Journal
Publication Date: 1989-Aug
Reference Count: N/A
Intrasentential Anaphora and Deaf Readers: A Study of the Strategies Used by Deaf Readers to Disambiguate Text. Technical Report No. 479.
Twenty college and 38 high school deaf students were studied in the hope of determining whether the deaf (who are, in a way, second language learners of English) will select referents differently as compared to hearing native English speakers. Seventy-three normal hearing students were used as the control group. Booklets were prepared containing 30 control and 30 experimental sentences. There were two sets of control sentences and two sets of experimental sentences for each of four types (parallel function, pragmatic I, pragmatic II, and experiencer constraint verbs 1 and 2.) In the first set of sentences (parallel function sentences) the answers of both deaf groups differed from those of the hearing group. Repeated measures showed that the differences were significant for each group of subjects for both the control and experimental sentences in reversed and nonreversed orders. When using the "pragmatic II" sentences, both groups differed significantly in their responses to both the experimental and the control sentences. For the experimental sentences involving type 1 verbs the hearing followed the verb constraint 95% of the time for the nonreversed order; the deaf only 54%. However, both the deaf and the hearing had difficulty with the nonreversed sentences. In sentences with type 2 verbs, deaf and hearing subjects made correct gender choices in almost every instance for the control sentences. For the experimental sentences, hearing subjects resolved the ambiguity by choosing the subject in almost every nonreversed sentence and deaf high school students responded in a similar fashion. The differences between the way deaf high schoolers and deaf college students operate when translating small sentence contexts was identified. (Nine figures are included: 47 references and 2 appendixes containing background data on the subjects and analysis of statistical data follow.) (MG)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.