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|Title:||Distinctive Strategies of Older Deaf Students in Comprehending Relativized Sentences in Isolation and in Paragraphs (Syntactic Structures, 10-18 Years, Dominant, Error, Frequency of Use)|
|Author(s):||Stuckey, Pam Quesenberry|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||Three types of distinctive syntactic structures found in 135 older (10-18 years) deaf students' written relativized sentences were studied to determine their frequency of use. Both the frequency with which deaf students use these strategies and the frequencies of use of each type of strategy were researched. Tested by a multiple-choice format, students chose sentences which they thought were correct, both in isolation and in paragraphs. The three structures were Distinctive Syntactic Structure One (DSS1) in which the relative pronoun is deleted, DSS2 in which the referent is copied and DSS3 in which the relative pronoun heads the incorrect clause.
Because the use of a single distinctive syntactic structure strategy was defined as a dominant strategy, a level of dominance was determined through the analysis of two pilot studies' results. Use of one strategy in 80% of a student's errors was considered a dominant strategy.
About half of the deaf students were found to have a dominant strategy in one of the three distinctive syntactic structures on both the sentences (47%) and paragraphs (54%) tests. Seventy-six percent of those students who had a strategy chose the same strategy, Distinctive Syntactic Structure Strategy Three. On the sentences test, fifteen percent chose the Distinctive Syntactic Structure One strategy and nine percent chose the Distinctive Syntactic Structure Two strategy. There was an age effect; the percentage of students using a specific strategy increased over age and the percentage of students having the DSS3 strategy increased over age. Most students retained the same strategy from the sentences test to the paragraphs test, although the strength of this relationship was not as strong as had been expected. Those who changed strategies chose the DSS3 strategy as their new strategy.
Knowing such specific information about complex structures can enhance teaching comparisons between these incorrect strategy structures and the correctly derived structures. Teachers can similarly test the frequency of error strategies of other complex structures.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985.
|Date Available in IDEALS:||2014-12-15|