Beyond the red pen: A functional grammar approach to evaluating the written language of deaf students
Document Type
Article
Publication Date
3-1-2020
Abstract
Deaf students often differ from their hearing peers in written language development. Providing developmentally appropriate instruction is ideal, yet current methods of writing assessment do not provide teachers with sufficient information regarding the written language (i.e., syntactic) development of deaf students. In this research, we use a Systemic Functional Grammar (SFG) approach to language analysis to provide teachers with a new way to evaluate deaf students’ writing. This project consisted of two studies. The first study focused on determining whether SFG analysis could be helpful for teachers of the deaf. The second study focused on mapping a trajectory of the written language development of deaf students and the development of written language inventory for teachers of the deaf. This inventory, along with additional evaluation tools, has the potential to impact both objective setting and instruction.
Publication Title
Psychology in the Schools
Volume
57
Issue
3
First Page
459
Last Page
474
Digital Object Identifier (DOI)
10.1002/pits.22289
ISSN
00333085
E-ISSN
15206807
Citation Information
Kilpatrick, J.R., Wolbers, K.A. (2020) Beyond the red pen: A functional grammar approach to evaluating the written language of deaf students. Psychology in the Schools, 57(3), 459-474.