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date: 31 May 2020

Abstract and Keywords

Writing is a complex cognitive activity requiring the coordination of graphomotor and cognitive-linguistic abilities, as well as knowledge of social, rhetorical, and text production conventions (Singer & Bashir, 2004>). All of these must be managed in the process of learning to write, and ultimately, writing to learn—whether the process is viewed from a cognitive or a sociocultural perspective (Nystrand, 2006). To consider these demands in relation to the deaf writer, a summary and analysis of studies examining written language development and achievement in the deaf population is presented in this chapter. Relationships among spoken and signed language, and reading and writing are identified, and shifts in pedagogical approach are discussed. Issues and shortcomings related to effectively assessing and reporting the quality of written language for purposes of both research and pedagogy are also addressed. The chapter concludes by considering areas for future research including the potential impact of cochlear implantation on written language development.

Keywords: Deafness, pedagogy, writing, writing process, composing processes, pedagogy, bilingualism

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