Cargando…

Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background

The small body of research on writing and writing processes in the group of deaf and hard of hearing (DHH) children has shown that this group struggles more with writing than their hearing peers. This article aims to explore in what ways the DHH group differs from their peers regarding the written p...

Descripción completa

Detalles Bibliográficos
Autores principales: Gärdenfors, Moa, Johansson, Victoria
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10203585/
https://www.ncbi.nlm.nih.gov/pubmed/37228344
http://dx.doi.org/10.3389/fpsyg.2023.1112263
_version_ 1785045667659382784
author Gärdenfors, Moa
Johansson, Victoria
author_facet Gärdenfors, Moa
Johansson, Victoria
author_sort Gärdenfors, Moa
collection PubMed
description The small body of research on writing and writing processes in the group of deaf and hard of hearing (DHH) children has shown that this group struggles more with writing than their hearing peers. This article aims to explore in what ways the DHH group differs from their peers regarding the written product and the writing processes. Participants are all in the age span 10–12 years old and include: (a) 12 DHH children with knowledge of Swedish sign language (Svenskt teckenspråk, STS) as well as spoken Swedish, (b) 10 age-matched hearing children of deaf adults (CODA) who know STS, (c) 14 age-matched hearing peers with no STS knowledge. More specifically we investigate how text length and lexical properties relate to writing processes such as planning (measured through pauses) and revision, and how the background factors of age, gender, hearing and knowledge of STS predict the outcome in product and process. The data consists of picture-elicited narratives collected with keystroke logging. The overall results show that age is a strong predictor for writing fluency, longer texts and more sophisticated lexicon for all the children. This confirms theories on writing development which stress that when children have automatized basic low-level processes such as transcription and spelling, this will free up cognitive space for engaging in high-level processes, such as planning and revision—which in turn will result in more mature texts. What characterizes the DHH group is slower writing fluency, higher lexical density, due to omitted function words, and extensive revisions (both deletions and insertions) on word level and below. One explanation for the last finding is that limitations in the auditory input lead to more uncertainty regarding correct and appropriate lexical choices, as well as spelling. The article contributes with more specific knowledge on what is challenging during writing for DHH children with knowledge of STS and spoken Swedish in middle school, in the developmental stage when basic writing skills are established.
format Online
Article
Text
id pubmed-10203585
institution National Center for Biotechnology Information
language English
publishDate 2023
publisher Frontiers Media S.A.
record_format MEDLINE/PubMed
spelling pubmed-102035852023-05-24 Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background Gärdenfors, Moa Johansson, Victoria Front Psychol Psychology The small body of research on writing and writing processes in the group of deaf and hard of hearing (DHH) children has shown that this group struggles more with writing than their hearing peers. This article aims to explore in what ways the DHH group differs from their peers regarding the written product and the writing processes. Participants are all in the age span 10–12 years old and include: (a) 12 DHH children with knowledge of Swedish sign language (Svenskt teckenspråk, STS) as well as spoken Swedish, (b) 10 age-matched hearing children of deaf adults (CODA) who know STS, (c) 14 age-matched hearing peers with no STS knowledge. More specifically we investigate how text length and lexical properties relate to writing processes such as planning (measured through pauses) and revision, and how the background factors of age, gender, hearing and knowledge of STS predict the outcome in product and process. The data consists of picture-elicited narratives collected with keystroke logging. The overall results show that age is a strong predictor for writing fluency, longer texts and more sophisticated lexicon for all the children. This confirms theories on writing development which stress that when children have automatized basic low-level processes such as transcription and spelling, this will free up cognitive space for engaging in high-level processes, such as planning and revision—which in turn will result in more mature texts. What characterizes the DHH group is slower writing fluency, higher lexical density, due to omitted function words, and extensive revisions (both deletions and insertions) on word level and below. One explanation for the last finding is that limitations in the auditory input lead to more uncertainty regarding correct and appropriate lexical choices, as well as spelling. The article contributes with more specific knowledge on what is challenging during writing for DHH children with knowledge of STS and spoken Swedish in middle school, in the developmental stage when basic writing skills are established. Frontiers Media S.A. 2023-05-09 /pmc/articles/PMC10203585/ /pubmed/37228344 http://dx.doi.org/10.3389/fpsyg.2023.1112263 Text en Copyright © 2023 Gärdenfors and Johansson. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Gärdenfors, Moa
Johansson, Victoria
Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background
title Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background
title_full Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background
title_fullStr Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background
title_full_unstemmed Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background
title_short Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background
title_sort written products and writing processes in swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10203585/
https://www.ncbi.nlm.nih.gov/pubmed/37228344
http://dx.doi.org/10.3389/fpsyg.2023.1112263
work_keys_str_mv AT gardenforsmoa writtenproductsandwritingprocessesinswedishdeafandhardofhearingchildrenanexplorativestudyontheimpactoflinguisticbackground
AT johanssonvictoria writtenproductsandwritingprocessesinswedishdeafandhardofhearingchildrenanexplorativestudyontheimpactoflinguisticbackground