Causal Coherence in Deaf and Hearing Students' Written Narratives
Bibliographic Data
| ID | 11273664 |
|---|---|
| Authors | Barbara Arfé (0000-0002-9869-9440, corresponding author), Pietro Boscolo |
| Year | 2006 |
| Volume | 42 |
| Issue | 3 |
| Pages | 271-300 |
| Publication date | 2006-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15326950dp4203_2 |
| OpenAlex | W2068269332 |
| Language | EN |
| Citations received | 7 |
| References cited | 20 |
This study investigates the causal coherence of deaf students’ written narratives and the relation between students’ use of causal structures in narrative writing and their linguistic skills. The written narratives of 17 deaf high school students were compared with those of 2 groups of hearing writers: 17 high school tudents and 16 second graders. Participants were asked to produce a written narrative on the basis of the picture storybook Frog, Where Are You? (Mayer, 1969) and their texts were analyzed according to the causal network model. The number of psychological links and superordinate and subordinate narrative episodes were considered, and the extent to which the use of these causal structures and deaf students’ scores in a written syntax comprehension test correlated was examined. Results show that deaf writers made use of principles of causal organization in narrative writing. However, their texts were causally less coherent than those of their hearing peers and closer to young hearing writers’ texts, although with some important differences in the strategies for generating coherence. Deaf students’ written syntax skills seemed to be only partially correlated with their difficulties in generating causal coherence
Coherence (philosophical gambling strategy · Comprehension · Linguistics · Narrative · Superordinate goals · Syntax · Test (biology · Written language · EFL/ESL Teaching and Learning · Hearing Impairment and Communication · Language, Metaphor, and Cognition · Psychology · Social Psychology
Cross-modal transfer in Thai deaf students’ narratives
Deaf and hearing students' referential strategies in writing
Promoting narrative competence in kindergarten
The Contribution of Verbal Working Memory to Deaf Children's Oral and Written Production
DHH Students’ Phoneme Repetition Awareness in Sentence Reading
Deaf Students’ Reading and Writing in College
Temporal and Causal Reasoning in Deaf and Hearing Novice Readers
Causal thinking and the representation of narrative events
The construction of expository text
The Use of ASL to Support the Development of English and Literacy
Written Language Abilities in Deaf Italians
Network representations of causal relations in memory for narrative texts
The development of goal plans of action in the narration of a picture story
Logical necessity and transitivity of causal relations in stories
The Written Recall of Printed Stories by Severely Deaf Children
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,39 |
| Citation span | 2008 - 2026 (19) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |