Abstract

Ten deaf students, five of whom constituted the experimental group that was the target of this study, participated in a project that generated TDD conversation transcriptions and concurrent original essay compositions. Linguistic formulas were applied to these data and the outcomes were statistically analyzed using correlation coefficients. The correlations between standardized reading and language scores and between the essay compositions and TDD conversations were statistically significant, suggesting a direct and underlying relationship between school language and social language. The cautious interpretation of the results suggested that more research into how technology could be used in and out of school to improve the reading and language abilities of deaf children would be promising.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 210-212
Launched on MUSE
2013-04-22
Open Access
No
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