Development of Linguistic Complexity and Accuracy in Sentences Written by Students Who Are Deaf

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  • 聴覚障害児童・生徒の書く文の発達的変化 : 文構造と容認性の観点から
  • チョウカク ショウガイ ジドウ セイト ノ カク ブン ノ ハッタツテキ ヘンカ ブン コウゾウ ト ヨウニンセイ ノ カンテン カラ

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The present study examined the development of linguistic complexity and accuracy in sentences written by students who were deaf. Participants were 97 students who were enrolled in public schools for students who are deaf (33 elementary school pupils; 36 junior high and 28 senior high school students). The students' compositions (N=116) were analyzed for complexity and accuracy. The sentences were classified as simple or complex (2 or more predicates), and complex sentences further classified according to type of subordinate clause. Accuracy was evaluated according to whether each sentence could be understood grammatically and semantically by 6 raters (undergraduate and graduate students). In addition, the errors in each sentence were classified as either grammatical errors or syllable and/or word errors. The main results were as follows: (a) The number of complex sentences increased as year in school increased, but the percentage of sentences that had a simple structure was high in almost all compositions; (b) Many sentences could be understood by the raters; (c) In the compositions by the elementary and junior high school students, grammatical errors were more frequent in the simple-structure sentences, whereas in the compositions of the high school students, many errors were found in the complex sentences.

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