The Writing Process and the Written Product in Bimodal Bilingual Deaf and Hard of Hearing Children
Bibliographic Data
| ID | 5900079 |
|---|---|
| Authors | Moa Gärdenfors (0000-0002-1364-7933, Stockholm University, corresponding author) |
| Year | 2021 |
| Volume | 6 |
| Issue | 2 |
| Pages | 85 |
| Publication date | 2021-05-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Languages (JOURNAL) |
| Journal identifiers | ISSN: 2226-471X • E-ISSN: 2226-471X |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/languages6020085 |
| OpenAlex | W3163446148 |
| Language | EN |
| Citations received | 2 |
| References cited | 48 |
How does bimodal bilingualism-a signed and a spoken language-influence the writing process or the written product? The writing outcomes of twenty deaf and hard of hearing (DHH) children and hearing children of deaf adults (CODA) (mean 11.6 years) with similar bimodal bilingual backgrounds were analyzed. During the writing of a narrative text, a keylogging tool was used that generated detailed information about the participants' writing process and written product. Unlike earlier studies that have repeatedly shown that monolingual hearing children outperform their DHH peers in writing, there were few differences between the groups that likely were caused by their various hearing backgrounds, such as in their lexical density. Signing knowledge was negatively correlated with writing flow and pauses before words, and positively correlated with deleted characters, but these did not affect the written product negatively. Instead, they used different processes to reach similar texts. This study emphasizes the importance of including and comparing participants with similar language experience backgrounds. It may be deceptive to compare bilingual DHH children with hearing children with other language backgrounds, risking showing language differences. This should always be controlled for through including true control groups with similar language experience as the examined groups
Affect (linguistics · Audiology · Linguistics · Mathematics education · Narrative · Neuroscience of multilingualism · Product (mathematics · Writing process · Communication · Hearing Impairment and Communication · Mathematics · Medicine · Neurobiology of Language and Bilingualism · Psychology · Writing and Handwriting Education
Lexical Diversity and Language Development
Keystroke Logging in Writing Research
The Inhibitory Advantage in Bilingual Children Revisited
Language acquisition for deaf children
Bilingualism
Bimodal bilingualism
A Cognitive Process Theory of Writing
When deaf signers read English
A capacity theory of writing
Training writing skills
Cognitive control and lexical access in younger and older bilinguals.
When timing is everything
Development of Fluency and Revision in L1 and L2 Writing in Swedish High School Years Eight and Nine
A description of ASL features in writing
Deaf writers' application of American Sign Language knowledge to English
Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers
Deaf children's spelling
Deaf Parents and Their Hearing Children
The Limits of “Communication Mode” as a Construct
Incidental Word Learning in a Hearing Child of Deaf Adults
A Study of the Relationship Between American Sign Language and English Literacy
Spoken English Language Development Among Native Signing Children With Cochlear Implants
How Many Deaf People Are There in the United States? Estimates From the Survey of Income and Program Participation
The CHILDES Project
Parents of deaf children with cochlear implants
| Unique citing works | 2 |
|---|---|
| Citations per year | 0.67 |
| Citation span | 2023 - 2024 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |