Anaphoric reference strategies used in written language productions of deaf teenagers     

Guarinello AC  Pereira MC  Massi G  Santana AP  Berberian AP 《American annals of the deaf》2008,152(5):450-458

There are few researchers who analyze written productions by deaf individuals; there are also few researchers who discuss the knowledge these people have about written text comprehension and production. For the present study, the investigators analyzed 16 written productions by four deaf individuals based on the anaphoric reference concept as recently proposed in textual linguistics (see, e.g., I. V. Koch & L. A. Marcuschi, 2002). It is important to show that referential progression is one of the textual aspects capable of giving stability and continuity to written productions; referential progression is also relevant to discursive coherence. The results of the writing analysis in the present study show that deaf individuals can learn to use expressive resources that are available in the Portuguese language and can use reference strategies, as long as these individuals can interact with a partner who knows Portuguese.  相似文献   

Deafness and attention in deaf children     

Guarinello AC  Berberian AP  De Oliveira Santana AP  De Athaíde Massi G 《American annals of the deaf》2006,151(5):499-507

The study shows the differences between hearing parents and deaf instructors interacting with deaf children and directing their attention. Data were collected at home and at a service for special needs in Bristol, England. The mother or instructor was asked to play naturally with the child with the toys provided. When the child's attention was focused during their play, the mother or instructor had to try to direct the child's attention to each of the toys. The results suggest that both groups (mothers and instructors) were effective in directing attention to objects not in the immediate area of play; however, hearing mothers were more successful than deaf instructors.  相似文献