Article

The Demands of Writing and the Deaf Writer

Connie Mayer

in The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2

Published in print June 2010 | ISBN: 9780195390032
Published online September 2012 | | DOI: http://dx.doi.org/10.1093/oxfordhb/9780195390032.013.0010

Series: Oxford Library of Psychology

 The Demands of Writing and the Deaf Writer

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Writing is a complex cognitive activity requiring the coordination of graphomotor and cognitive-linguistic abilities, as well as knowledge of social, rhetorical, and text production conventions (Singer & Bashir, 2004>). All of these must be managed in the process of learning to write, and ultimately, writing to learn—whether the process is viewed from a cognitive or a sociocultural perspective (Nystrand, 2006). To consider these demands in relation to the deaf writer, a summary and analysis of studies examining written language development and achievement in the deaf population is presented in this chapter. Relationships among spoken and signed language, and reading and writing are identified, and shifts in pedagogical approach are discussed. Issues and shortcomings related to effectively assessing and reporting the quality of written language for purposes of both research and pedagogy are also addressed. The chapter concludes by considering areas for future research including the potential impact of cochlear implantation on written language development.

Keywords: Deafness; pedagogy; writing; writing process; composing processes; pedagogy; bilingualism

Article.  9644 words. 

Subjects: Psychology ; Educational Psychology ; Developmental Psychology

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