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Development of Text Structure Knowledge as Assessed by Spoken and Signed Retellings of a Deaf Second-Grade Student
- American Annals of the Deaf
- Gallaudet University Press
- Volume 143, Number 4, October 1998
- pp. 337-346
- 10.1353/aad.2012.0091
- Article
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Encouraged by research documenting improved reading comprehension when the components of text structure are realized by students who are deaf or hard of hearing (e.g., Kluwin & Papalia, 1989; Schirmer & Bond, 1990), the researchers analyzed 28 texts retold by the same second-grade deaf child. Methodology provided for analysis of transcripts of the child's weekly text retellings across a Baseline Phase, Intervention Phase 1, and Intervention Phase 2 of data collection. Initially, stimulus for the retellings was provided by narrative and expository text in a second-grade basal reader adopted by the school and used by staff in the child's deaf education program, in keeping with the district's inclusion philosophy. During Intervention Phase 2, instructional-level stories were added and analyzed. Quality of adult mediation was manipulated during intervention. Improvements in the child's ability to include specific elements of text structure were documented over 9 months. A 12-month increase in reading ability and improved narrative ability (evidenced by school district curriculum-based assessment) were also documented.