The comparison of written language abilities between Cypriot oral deaf and hearing children

Abstract

A number of studies have reported the beneficial effects of inclusion on deaf children’s academic achievements; however, little data are available on their writing ability in comparison to generaleducation students of their age or grade level. The purpose of the current study was to compare for the first time in Cyprus deaf children’s written ability with that of their hearing peers. One group consisted of children all 17 years of age and with congenital hearing losses (mean 75 dB HL in the better hearing ear at 0.5, 1, 2, 4 kHz), and without additional disabilities, who were attending the last grade of various general high schools in Cyprus (n=9). They were trained orally and in general schools, which they attended exclusively. The control group consisted of nine hearing children all of whom were 17 years of age and attending the last grade of high schools in Cyprus. All participants were asked to produce written texts on standard topics required of Cypriot children of that age. The analysis of the written texts was both quantitative and qualitative. Regarding the quantitative analysis, the written language was analysed by focusing on a) text content and structure, b) syntax, and c) vocabulary. Qualitative analysis was employed for further description of the characteristics observed in the texts of the sample. The study revealed that Cypriot deaf participants could achieve almost the same levels of competence in written Greek as the hearing children, at least for the aspects examined. The findings of the study may be of importance for educators and policy makers in Cyprus and elsewhere.