Causal coherence in deaf and hearing students' written narratives

Discourse Processes

Volumn 42, Issue 3, 2006, Pages 271-300

  Arfé, Barbara ^a,c   Boscolo, Pietro ^b  

^a UNIVERSITY OF VERONA   (Italy)

^b UNIVERSITY OF PADOVA   (Italy)

^c Dipartimento di Psicologia e Antropologia Culturale   (Italy)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33751109975     PISSN: 0163853X     EISSN: 15326950     Source Type: Journal    
DOI: 10.1207/s15326950dp4203_2     Document Type: Article

References (35)

1. Banks, J., Gray, C., & Fyfe, R. (1990). The written recall of printed stories by severely deaf children. British Journal of Educational Psychology, 60, 192-206.
2. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
3. Boscolo, P. (1990). The construction of expository text. First Language, 10, 217-230.
4. Cornoldi, C., Colpo, G., & MT Group. (1998). Prove MT per la scuola elementare-2 [Test MT for elementary school-2]. Firenze, Italy: O.S.
5. Crosson, J., & Geers, A. (2001). Analysis of narrative ability in children with cochlear implants. Ear and Hearing, 22, 381-394.
6. Fabbretti, D., Volterra, V., & Pontecorvo (1998). Written language abilities in deaf Italians. Journal of Deaf Studies and Deaf Education, 3, 231-244.
7. Heider, F., & Heider, G. (1940). Studied in the psychology of the deaf: I. A comparison of sentence structure of deaf and hearing children. Psychological Monographs, 52, 42-103.
8. Hunt, K. W. (1965). Grammatical structure written at three grade levels. Champaign, IL: National Council of Teachers of English.
9. Ivimey, G. (1976). The written syntax of an English deaf child: An exploration in method. British Journal of Disordered Communication, 11, 103-120.
10. Liles, B., Duffy, R., Merritt, D., & Purcell, S. (1995). Measurement of narrative discourse ability in children with language disorders. Journal of Speech and Hearing Research, 38, 415-425.
11. Marschark, M., Mouradian, V., & Halas, M. (1994). Discourse rules in the language productions of deaf and hearing children. Journal of Experimental Child Psychology, 57, 89-107.
12. Marshall, W., & Quigley, S. (1970). Quantitative and qualitative analysis of syntactic structures of written language of deaf students. Urbana, IL: Institute of Research on Exceptional Children.
13. Maxwell, M. (1990). Visual-centered narratives of the deaf. Linguistics and Education, 2, 213-229.
14. Mayer, M. (1969). Frog, Where are you? New York: Dial.
15. McAffe, M., Kelly, J. F., & Samar, V. J. (1990). Spoken and written errors of postsecondary students with severe hearing impairment. Journal of Speech and Hearing Disorders, 55, 628-634.
16. Olive, J. (1996). Bridging the gap between deaf and hearing in literacy instruction. Reading Improvement, 33, 46-50.
17. Raven, J. C. (1996). SPM, Standard Progressive Matrices. Firenze, Italy: Organizzazioni Speciali.
18. Rustioni Metz-Lancaster, D. (1994). Prove di valutazione della comprensione linguistica [Test for the assessment of linguistic comprehension]. Firenze, Italy: Organizzazioni Speciali.
19. Scott, C. M.(1988). Spoken and written syntax. In M. A. Nippold (Ed.), Later language development. Ages 9 through 19 (pp. 49-95), Boston: College Hill.
20. Shapiro, L., & Hudson, J. (1997). Coherence and cohesion in children's stories. In J. Costermans & M. Fayol (Eds.), Processing interclausal relationships. Studies in the production and comprehension of text (pp. 23-48). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
21. Thompson, J. G., & Myers, N. A. (1985). Inferences and recall at ages four and seven. Child Development, 56, 1134-1144.
22. Trabasso, T., & Nickels, M. (1992). The development of goal plans of action in the narration of a picture story. Discourse Processes, 15, 249-275.
23. Trabasso, T., Secco, T., & van den Broek, P. (1984). Causal cohesion and story coherence. In H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Learning and comprehension of text (pp. 83-111). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
24. Trabasso, T., Stein, N., Rodkin, P., Park Munger, M., & Baughn, C. (1992). Knowledge of goals and plans in the on-line narration of events. Cognitive Development, 7, 133-170.
25. Trabasso, T., & van den Broek, P. (1985). Causal thinking and the representation of narrative events. Journal of Memory and Language, 24, 612-630.
26. Trabasso, T., van den Broek, P., & Suh, S. (1989). Logical necessity and transitivity of causal relations in stories. Discourse Processes, 12, 1-25.
27. van den Broek, P. (1997). Discovering the cement of the universe: The development of event comprehension from childhood to adulthood. In P. van den Broek, P. Bauer, & T. Bourg (Eds.), Developmental spans in event comprehension and representation (pp. 321-342). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
28. van den Broek, P., Linzie, B., Fletcher, C., & Marsolek, C. (2000). The role of causal discourse structure in narrative writing. Memory & Cognition, 28, 711-721.
29. van den Broek, P., & Lorch, E. P. (1993). Network representations of causal relations in memory for narrative texts: Evidence from primed recognition. Discourse Processes, 16, 75-98.
30. Weiss, A., & Johnson, C. (1993). Relationships between narrative and syntactic competencies in school-aged, hearing-impaired children. Applied Psycholinguistics, 14, 35-59.
31. Wilbur, R. (1977). An explanation of deaf children's difficulty with certain syntactic structures in English. Volta Review, 79, 85-92.
32. Wilbur, R. (2000). The use of ASL to support the development of English and literacy. Journal of Deaf Studies and Deaf Education, 5, 81-104.
33. Wilson, T., & Hyde, M. (1997). The use of signed English picture to facilitate reading comprehension by deaf students. American Annals of the Deaf, 142, 333-341.
34. Yoshinaga-Itano, C., & Downey, D. (1992). When a story is not a story: A process analysis of the written language of hearing-impaired children. The Volta Review, 95, 131-158.
35. Yoshinaga-Itano, C., & Downey, D. (1996). The effect of hearing loss on the development of metacognitive strategies in written language. The Volta Review, 98, 97-143.