The Contribution of Verbal Working Memory to Deaf Children's Oral and Written Production

Autor/inn/en	Arfé, Barbara; Rossi, Cristina; Sicoli, Silvia
Titel	The Contribution of Verbal Working Memory to Deaf Children's Oral and Written Production
Quelle	In: Journal of Deaf Studies and Deaf Education, 20 (2015) 3, S.203-214 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/env005
Schlagwörter	Short Term Memory; Deafness; Linguistic Performance; Linguistic Competence; Oral Language; Written Language; Reading Comprehension; Reading Tests; Intelligence Tests; Reading Skills; Verbal Communication; Influences; Disabilities; Cognitive Processes; Children; Preadolescents; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Gehörlosigkeit; Taubstummheit; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Leseverstehen; Lesetest; Intelligence test; Intelligenztest; Reading skill; Lesefertigkeit; Influence; Einfluss; Einflussfaktor; Handicap; Behinderung; Cognitive process; Kognitiver Prozess; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz
Abstract	This study investigated the contribution of verbal working memory to the oral and written story production of deaf children. Participants were 29 severely to profoundly deaf children aged 8-13 years and 29 hearing controls, matched for grade level. The children narrated a picture story orally and in writing and performed a reading comprehension test, the Wechsler Intelligence Scale for Children-Fourth Edition forward digit span task, and a reading span task. Oral and written stories were analyzed at the microstructural (i.e., clause) and macrostructural (discourse) levels. Hearing children's stories scored higher than deaf children's at both levels. Verbal working memory skills contributed to deaf children's oral and written production over and above age and reading comprehension skills. Verbal rehearsal skills (forward digit span) contributed significantly to deaf children's ability to organize oral and written stories at the microstructural level; they also accounted for unique variance at the macrostructural level in writing. Written story production appeared to involve greater verbal working memory resources than oral story production. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01