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Journal of Speech and Hearing Disorders Vol.55 628-634 November 1990.
© American Speech-Language-Hearing Association
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Spoken and Written English Errors of Postsecondary Students with Severe Hearing Impairment

Mary C. McAfee 1, Jacquelyn F. Kelly 2, and Vincent J. Samar 2

1 Steuben-Allegheny Board of Cooperative Educational Services, Bath, NY
2 National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY

This investigation compared the spoken and written English errors of 20 hearing-impaired postsecondary students with intelligible speech and poor English language. Error categories used to assess the language samples were function, content, and structure. Spoken and written performances were distinguished only by a greater number of function word errors in writing samples. A trend toward greater complexity in writing was also found. Implications for instruction are discussed.

Key Words: deafness • grammar • writing • spoken English

Submitted on March 10, 1989
Accepted on January 12, 1990






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