Deaf and hearing students' referential strategies in writing: What referential cohesion tells us about deaf students' literacy development

Abstract

The ability to organize the referential content of narrative has usually been investigated as a mark of the development of discourse skills. In this study, the pragmatic use of pronominal and nominal forms of reference in written stories was considered instead as a mark of literacy development in deaf and hearing students. Participants in the study were 17 deaf high-school students, 17 school-age matched hearing controls, and 16 hearing second-graders (novice writers) who were asked to write a picture-story, Frog, Where are you?, for a hearing reader who was unacquainted with it. Results revealed that deaf students appear to use the same variety of referential devices as hearing students when writing and, in most cases, these devices are used appropriately. However, the referential strategies of the deaf students were more nominal and less anaphoric than those of their hearing peers. It is concluded that the referential strategies of deaf writers are only superficially similar to those of hearing novice writers, suggesting that deaf students' referential strategies in writing are not merely the product of a delay in development of discourse skills.