Grammar Structures and Deaf and Hard of Hearing Students: A Review of Past Performance and a Report of New Findings

Cannon, Joanna; Kirby, Susannah

doi:10.1353/aad.2013.0027

Cited by 19 publications

(5 citation statements)

References 47 publications

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“…In other words, it might be far easier for deaf student writers to make meaning with prepositional phrases positioned after processes or verbs than before them. One of the reasons behind this phenomenon might correlate with what has been argued by Cannon & Kirby (2013) in their discussion section of study report. Their study has claimed that deaf students tended to stick to the pattern of Subject Verb Object (SVO) when making sentences.…”

Section: Discussionsupporting

confidence: 67%

Prepositional Phrases in Deaf and Hearing Students’ Narratives: A Functional Perspective

Manar

Sudana

Lukmana

2023

IJSE

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Comprehending the linguistic features of deaf student writers in comparison to those of the hearing group at the further phase helps in providing pedagogical treatment for mitigating the linguistic gap between both. In line with this idealism, the present study aims to reveal the phenomena of prepositional phrase positions and patterns of deaf and hearing students in representing the circumstances of their real-life narratives. Four stories about being chased by a dog were elicited from each of the groups. The analysis was carried out by employing the table adapted from the experiential framework of Halliday and Matthiessen (2004). The findings in general reveal the less flexible positions of prepositional phrases and the less complex prepositional phrase patterns of the deaf group. Though the results of this study might not be absolutely conclusive, at least they portray the insight into the certain tendency between both groups of students in representing the circumstances for their meaning making of narratives. At the further phase, the findings of the present study are expected to provide benefits for language teachers and practitioners in the context of special education especially the case of deafness.

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Section: Discussionsupporting

confidence: 67%

Prepositional Phrases in Deaf and Hearing Students’ Narratives: A Functional Perspective

Manar

Sudana

Lukmana

2023

IJSE

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“…Additionally, hearing and speech limitations or sensory loss can further impact the fluency and accuracy of written sentences across languages (Meier, 1991). In Cannon and Kirby (2013); Mayer (2010); Mayer and Trezek (2017); Paul (2009); Williams and Mayer (2015), the points summarizing deaf written errors are as follows:…”

Section: Deaf Writing Errorsmentioning

confidence: 99%

Thai Grammatical Error Correction for Deaf Students

Traitruengsakul,

Chuangsuwanich

2023

Preprint

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Deaf students encounter challenges in written communication due to errors such as insertion, deletion, disorder, misusage, and misspellings. Grammatical error correction (GEC) technology can help mitigate these issues. However, existing GEC models are primarily trained on online resources from second-language hearing learners. In contrast, sentences written by deaf students suffer from a variety of errors not typically found elsewhere.To address this issue, we create the Thai Deaf Corpus (TDC), focusing on identifying and analyzing errors among deaf students in grades 7-12 across four deaf schools. Additionally, we introduce a two-stage system for the Thai-GEC model, automatically detecting and correcting incorrect words in ungrammatical sentences written by deaf students.In our experiment, we compare the performance of the recurrent neural networks (RNN) detection model with and without feature embeddings from different sources—TDC and News corpus; moreover, we compare three correction models: WangchanBERTa and Seq2Seq models with and without pretraining. Our analysis of the TDC shows that deaf students use simpler words and shorter sentences compared to hearing peers, who often use complex vocabulary and lengthy sentences. The RNN detection model with feature embeddings learned from only TDC can outperform the others. The Seq2Seq correction model with pretraining outperforms others as it learns from formal and grammatical sentences in the News corpus. The dataset is made available at https://github.com/Supachan/ThaiDeafCorpus.git

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“…Moores (2001) believed that a deaf person's ability to communicate with hearing people may rely heavily on their writing skills. A deaf person can resort to compensatory strategies to understand a message when their grammar and vocabulary skills are limited (Cannon & Kirby, 2013). However, it is far more difficult to express oneself clearly while writing with these limitations.…”

Section: Writing Skills Of Deaf Childrenmentioning

confidence: 99%

Language and Literacy of Deaf Children

Alothman

2022

مجلة دراسات وبحوث التربية النوعية

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Children with deafness encounter multiple problems in the course of developing their language and literacy skills. This research aimed at introducing a detailed review of the literature on issues affecting deaf children in acquiring language and literacy skills. Many problems pertaining to the development of literacy skills and the interrelationship between reading and writing are demonstrated. A review was carried out across the scientific databases (Semantic scholar-JSTOR-SAGE Journals-PubMed). The articles were categorised to address issues pertaining to the development of language and literacy skills, with a focus on reading and writing. Factors such as age, degree of deafness, student's age at the time of deafness, use of hearing aids, and the children's family and socio-economic backgrounds, all of which influence the language development of deaf children were investigated. The results of this review helped demonstrate important factors affecting the development of language skills among children with deafness, and highlighted the need for different approaches to respond to them.

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Grammar Structures and Deaf and Hard of Hearing Students: A Review of Past Performance and a Report of New Findings

Cited by 19 publications

References 47 publications

Prepositional Phrases in Deaf and Hearing Students’ Narratives: A Functional Perspective

Prepositional Phrases in Deaf and Hearing Students’ Narratives: A Functional Perspective

Thai Grammatical Error Correction for Deaf Students

Language and Literacy of Deaf Children

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