Comprehension of Relativized Sentences by Deaf Students

Quigley, Stephen P.; Smith, Nancy; Wilbur, Ronnie Β.

doi:10.1044/jshr.1703.325

Cited by 65 publications

(24 citation statements)

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“…Relative clause transformations in which a relative clause followed the main clause (object-related) proved easier to synthesize than transformations that required relative clause embedding (subject-related). This finding agrees with former obervations of hearing and deaf children (Quigley, Smith, & Wilbur 1974). When the relative pronoun was deleted in an object-related relative clause as in &dquo;The children met the woman they loved&dquo;, the synthesis proved more difficult than for any other relative clause transformation.…”

Section: Discussionsupporting

confidence: 88%

Prepositional Phrases, Pronominalization, Reflexivization, and Relativization in the Language of Learning Disabled College Students

Wiig¹,

Fleischmann²

1980

J Learn Disabil

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The present study evaluated and compared the knowledge and application of selected syntactic rules for forming (1) spatial, temporal, and idiomatic prepositional phrases, (2) pronominalization, (3) reflexivization, and (4) relativization in 26 learning disabled and 13 academically achieving college students. The experimental test battery contained seven written, multiple-choice tests, six of which were designed by Quigley (1971). The LD college students performed significantly poorer than their controls on tasks requiring (1) application of the selectional rules for reflexive pronouns plural, (2) recognition of the grammaticality of relativized sentences, (3) resolution of relativized sentences into their component sentences, and synthesis of component sentences into relativized sentences. The present findings suggest that syntactic deficits may persist among LD young adults who have achieved college status. They further suggest that the deficits in acquiring the rules for forming complex sentence transformations do not recover spontaneously among these young adults as a function of age related maturational processes or exposure to more advanced reading materials.The field of learning disabilities has now been recognized for more than a decade and specialized services have been provided in the pubic schools for children with diagnosed learning disabilities for at least that duration. As a result, college students who were diagnosed to exhibit learning disabilities in the early grades and who received intervention to improve their academic skills may now be found in the nation's colleges. The syntactic abilities of this population appear to have received scant attention in the literature. They warrant our attention in view of the emphasis in academia on the acquisition of new information through lectures, seminars, and assigned readings.The nature and extent of the language deficits among adolescents with learning disabilities recently have been investigated by, among others, Wiig and Roach (1975), Wiig and Semel (1975), and Wiig, Lapointe, and Semel (1977). The syntactic deficits among LD adolescents were observed to be reflected in, among others, the immediate recall of syntactically and semantically varied sentences and in the recall and execution of oral commands.

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Section: Discussionsupporting

confidence: 88%

Prepositional Phrases, Pronominalization, Reflexivization, and Relativization in the Language of Learning Disabled College Students

Wiig¹,

Fleischmann²

1980

J Learn Disabil

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“…Relative clauses , such as “this is the girl who grandma kissed” were also found to cause special difficulty for HI children in both comprehension and production (Quigley et al, 1974a; Berent, 1988; de Villiers, 1988; Friedmann and Szterman, 2006; Friedmann et al, 2008, 2010b; Friedmann and Haddad-Hanna, 2014; Szterman and Friedmann, 2014a, 2015; Volpato and Vernice, 2014). Similar difficulties have also been reported for topicalization structures, such as “this girl, the grandma loved” (Friedmann and Szterman, 2006; Szterman and Friedmann, 2014a, 2015).…”

Section: Introductionmentioning

confidence: 99%

A Deficit in Movement-Derived Sentences in German-Speaking Hearing-Impaired Children

Ruigendijk

Friedmann

2017

Front. Psychol.

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Children with hearing impairment (HI) show disorders in syntax and morphology. The question is whether and how these disorders are connected to problems in the auditory domain. The aim of this paper is to examine whether moderate to severe hearing loss at a young age affects the ability of German-speaking orally trained children to understand and produce sentences. We focused on sentence structures that are derived by syntactic movement, which have been identified as a sensitive marker for syntactic impairment in other languages and in other populations with syntactic impairment. Therefore, our study tested subject and object relatives, subject and object Wh-questions, passive sentences, and topicalized sentences, as well as sentences with verb movement to second sentential position. We tested 19 HI children aged 9;5–13;6 and compared their performance with hearing children using comprehension tasks of sentence-picture matching and sentence repetition tasks. For the comprehension tasks, we included HI children who passed an auditory discrimination task; for the sentence repetition tasks, we selected children who passed a screening task of simple sentence repetition without lip-reading; this made sure that they could perceive the words in the tests, so that we could test their grammatical abilities. The results clearly showed that most of the participants with HI had considerable difficulties in the comprehension and repetition of sentences with syntactic movement: they had significant difficulties understanding object relatives, Wh-questions, and topicalized sentences, and in the repetition of object who and which questions and subject relatives, as well as in sentences with verb movement to second sentential position. Repetition of passives was only problematic for some children. Object relatives were still difficult at this age for both HI and hearing children. An additional important outcome of the study is that not all sentence structures are impaired—passive structures were not problematic for most of the HI children

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“…Their written language has been described as “concrete, repetitive, and structurally simplistic” (Marschark, 1997). Syntactic aspects of DHH students have also been studied, including passive constructions, subject-verb-object word order, and relative clauses (Power and Quigley, 1973; Quigley et al, 1974a,b; Bochner, 1978; Quigley and King, 1980; Berent, 1988). Antia et al (2005) observe that DHH children are behaving poorer in vocabulary and syntax compared to their hearing peers.…”

Section: Introductionmentioning

confidence: 99%

Chinese Writing of Deaf or Hard-of-Hearing Students and Normal-Hearing Peers from Complex Network Approach

Jin

Liu

2016

Front. Psychol.

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Deaf or hard-of-hearing individuals usually face a greater challenge to learn to write than their normal-hearing counterparts. Due to the limitations of traditional research methods focusing on microscopic linguistic features, a holistic characterization of the writing linguistic features of these language users is lacking. This study attempts to fill this gap by adopting the methodology of linguistic complex networks. Two syntactic dependency networks are built in order to compare the macroscopic linguistic features of deaf or hard-of-hearing students and those of their normal-hearing peers. One is transformed from a treebank of writing produced by Chinese deaf or hard-of-hearing students, and the other from a treebank of writing produced by their Chinese normal-hearing counterparts. Two major findings are obtained through comparison of the statistical features of the two networks. On the one hand, both linguistic networks display small-world and scale-free network structures, but the network of the normal-hearing students' exhibits a more power-law-like degree distribution. Relevant network measures show significant differences between the two linguistic networks. On the other hand, deaf or hard-of-hearing students tend to have a lower language proficiency level in both syntactic and lexical aspects. The rigid use of function words and a lower vocabulary richness of the deaf or hard-of-hearing students may partially account for the observed differences.

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Comprehension of Relativized Sentences by Deaf Students

Cited by 65 publications

References 0 publications

Prepositional Phrases, Pronominalization, Reflexivization, and Relativization in the Language of Learning Disabled College Students

Prepositional Phrases, Pronominalization, Reflexivization, and Relativization in the Language of Learning Disabled College Students

A Deficit in Movement-Derived Sentences in German-Speaking Hearing-Impaired Children

Chinese Writing of Deaf or Hard-of-Hearing Students and Normal-Hearing Peers from Complex Network Approach

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