Analysis of the writing processes in deaf and hearing students from Spain and Italy
Abstract In this paper we present some of the most relevant results from research that focused on the analysis of cognitive and metacognitive processes involved in written composition by the deaf and hearing students from two school contexts (Spain and Italy). Research participants were 84 students: 72 hearing and 12 deaf; 44 from Spanish context and 40 from Italy. The data collection process consisted of the application of an adapted questionnaire on self-evaluation of the processes in writing. Regarding the procedure of analysis has been carried out a comparison and confrontation of cognitive skills of students in terms of status «deaf/hearing» and school context. Generally found that deaf and hearing students integrated in schools from Spain and Italy saying that perform the processes related to planning, transcription, review and metacognition needed to develop the quality of written texts. However, it should be noted that there are some significant aspects given the variety in the answers to each item and diversity among students. In the lack of this type of research is required continue to undertake studies focusing on the analysis of the cognitive components of writing in deaf students, depending on individual and contextual characteristics.
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Arfè, B. y Perondi, I. (2008). Deaf and hearing students’ referential strategies in writing: What referential cohesion tells us about deaf students’ literacy development. First Language, 28, 355-374. http://dx.doi.org/10.1177/0142723708091043
Arroyo, R. y Salvador, F. (2009). Research on cognitive, social and cultural processes of written Communications. Cognitive Processing, 10, 263-268. http://dx.doi.org/10.1007/ s10339-009-0255-1
Bellés, R. M. y Teberosky, A. (1989). Producción e interpretación de textos escritos por niños sordos pequeños integrados en escuelas ordinarias. Convocatoria de Proyectos de Investigación de 1985. Madrid: CIDE.
Berninger, V. W.; Fuller, F. y Whitaker, D. (1996). A process model of writing development: Across the life span. Educational Psychology Review, 8, 193-205. http://dx.doi. org/10.1007/BF01464073
Berninger, V. W. y Whitaker, D. (1993). Theory Based Branching Diagnosis of Writing Disabilities. School Psychology Review, 22 (4), 623-642.
Boscolo, P. (1988). Scrittura e processi cognitivi: alcune riflessioni sui risultati della ricerca e alcune implicazioni per la prattica educativa. Orientamenti Pedagogici, 35 (4), 674-684.
Boscolo, P. (Coord.) (1990). Insegnare i processi della scrittura nella scuola elementare. Firenze: la Nuova Italia.
Cambra, C. (1993). Proceso de composición de textos narrativos escritos por alumnos sordos. Revista de Logopedia, Foniatría y Audiología, 13 (2), 73-78. http://dx.doi.org/10.1016/ S0214-4603(93)75563-1
Camps, A. (2004). Miradas diversas a la enseñanza y aprendizaje de la composición escrita. Lectura y Vida, 4, 14-23.
Carrillo, M. y Domínguez, A. B. (Coords.) (2010). Dislexia y sordera: líneas actuales en el estudio de la lengua escrita y sus dificultades. Archidona: Aljibe.
Cisotto, L. (1998). Scrittura e metacognizione. Linee teoriche e proposte operative. Trento: Erickson.
De la Paz, S.; Swanson, P. N. y Graham, S. (1998). The Contribution of Executive Control to the Revising by Students with Writing and Learning Difficulties. Journal of Educational Psychology, 90 (3), 448-460. http://dx.doi.org/10.1037/0022-0663.90.3.448
Fabbretti, D. y Tomasuolo, E. (Coords.) (2006). Scrittura e sordità. Roma: Carocci. Fabbretti, D.; Volterra, V. y Pontecorvo, C. (1998). Written language abilities in deaf Italians. Journal of Deaf Studies and Deaf Education, 3 (3), 231-244. http://dx.doi.org/10.1093/ oxfordjournals.deafed.a014353
Fernández, M. P. y Pertusa, E. (2007). Estado del arte sobre la enseñanza de la lengua escrita en el niño sordo. Descargado el 15 de mayo de 2010. http://www.deal-leonardo-eu/.
Flower, L. y Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32 (4), 365-387. http://dx.doi.org/10.2307/356600
Flower, L. y Hayes, J. R. (1984). Images, plans and prose: The representation of meaning in writing. Written Communication, 1 (1), 120-160.
Gormley, K. y Sarachan-Deily, B. (1987). Evaluating Hearing-Impaired Students’ Writing: A Practical Approach. Volta Review, 89 (3), 157-166.
Graham, S. (1997). Executive control in the revising of students with learning and writing difficulties. Journal of Educational Psychology, 89, 223-234. http://dx.doi. org/10.1037/0022-0663.89.2.223
Graham, S. (2008). Research on writing development, practice, instruction, and assessment. Reading and Writing, 21, 1-2. http://dx.doi.org/10.1007/s11145-007-9069-7
Graham, S. y Harris, K. B. (1992). Cognitive strategy instruction in written language for learning disabled students. En S. A. Vogel (Ed.). Educational alternatives for students with learning disabilities (pp. 91-116). New York: Springer-Verlag.
Graham, S. y Harris, K. B. (1999). Assessment and Intervention in Overcoming Writing Difficulties: An Illustration from the Self-Regulated Strategy Development Model. Language, Speech, and Hearing Services in Schools, 30 (3), 255-264.
Graham, S. y Harris, K. B. (2000). The role of Self-Regulation and Transcription Skills in Writing and Writing Development. Educational Psychologist, 35 (1), 3-12. http://dx.doi.org/10.1207/ S15326985EP3501_2
Graham, S.; Harris, K. R. y Larsen, L. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. Learning Disabilities: Research and Practice, 16 (2), 74-84. http://dx.doi.org/10.1111/0938-8982.00009
Graham, S.; Schwartz, S. S. y MacArthur, C. A. (1993). Knowledge of writing and the composing process, attitudes toward writing and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26 (4), 237-249. http://dx.doi. org/10.1177/002221949302600404
Gutiérrez, R. (2006). La revisión de textos escritos con errores en alumnos sordos de Educación Secundaria. Enseñanza, 24, 281-294.
Gutiérrez, R. (2012). Análisis del proceso de transcripción en la expresión escrita de alumnos sordos. Revista Complutense de Educación, 23, 2, 331-346.
Gutiérrez, R. y Salvador, F. (2006). El proceso de planificación en la expresión escrita de alumnos sordos: estudio de casos en educación secundaria. Revista de Educación, 339, 435-453.
Harris, K. R. y Graham, S. (1992). Self-regulated strategy development: A part of the writing process. En M. Pressley, K. R. Harris y J. T. Guthrie (Eds.). Promoting academic competence and literacy in school (pp. 277-309). San Diego, CA: Academic Press.
Harris, K. R. y Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, Massuchusetts: Brookline Books.
Harris, K. R.; Graham, S. y Mason, L. H. (2002). Developing self-regulated writers. Theory into Practise, 41 (2), 110-115. http://dx.doi.org/10.1207/s15430421tip4102_7
Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In
C. M. Levy y S. E. Randsell (Eds.). The science of writing: theories, methods, individual differences and applications (pp. 1-27). Mahwah: Lawrence Erlbaum.
Jáudenes, C. (Dir.) (2009). FiAPAs: Estudios sobre población con sordera en España. FIAPAS, 130. Monográfico.
MacArthur, C. A.; Graham, S. y Fitzgerald, J. (Eds.) (2006). Handbook of writing research. New York: Guilford Press.
Mayer, C. (2010). The demands of writing and the deaf writer. En M. Marshark y P. E. Spencer (Eds.). The Oxford Handbook of Deaf Studies, Language, and Education, vol. 2 (pp. 144-155). New York: Oxford University Press.
Newcomer, P. y Barenbaum, E. (1991). The written composition ability of children with learning disabilities. A review of the literature. Journal of Learning Disabilities, 24 (10), 578-593. http://dx.doi.org/10.1177/002221949102401001
Pertusa, E. y Fernández, M. P. (1999). Representación fonológica, aprendizaje de la escritura y alumnos sordos. Revista de Logopedia, Foniatría y Audiología, 19 (1), 2-10. http:// dx.doi.org/10.1016/S0214-4603(99)75696-2
Ramspott, A. (1991). La comprensión y la producción de cuentos en niños y adolescentes sordos. Tesis Doctoral. Barcelona: Universidad Autónoma de Barcelona.
Salvador, F. (1997). Dificultades en el aprendizaje de la expresión escrita. Archidona: Aljibe. Scardamalia, M. y Bereiter, C. (1986). Research on written composition. En C. M. Wittrock (Ed.). Handbook of research on teaching (pp. 778-803). Nueva York: McMillan. 3.ª edición.
Salvador, F. (1992). Dos modelos explicativos de los modelos de composición escrita. Infancia y Aprendizaje, 58, 43-64.
Teruggi, L. A. (2001). Pratiche di lectura e di scrittura nei bambini sordi. Età Evolutiva, 68, 81-86.
Teruggi, L. A. (2003). Il processo di concettualizzazione della lengua scritta nei bambini sordi. En L. A. Teruggi (Ed.). Una scuola, due lingue. L’esperienza di bilingüismo della scuola dell’Infanzia ed Elementare di Cossato (pp. 313-333). Milano: Franco Angeli.
Van Beijsterveldt, L. M. y Van Hell, J. G. (2008). Evaluative expression in deaf children’s written narratives. International Journal of Language and Communication Disorders, First Article, 1-18.
Arroyo, R. y Salvador, F. (2009). Research on cognitive, social and cultural processes of written Communications. Cognitive Processing, 10, 263-268. http://dx.doi.org/10.1007/ s10339-009-0255-1
Bellés, R. M. y Teberosky, A. (1989). Producción e interpretación de textos escritos por niños sordos pequeños integrados en escuelas ordinarias. Convocatoria de Proyectos de Investigación de 1985. Madrid: CIDE.
Berninger, V. W.; Fuller, F. y Whitaker, D. (1996). A process model of writing development: Across the life span. Educational Psychology Review, 8, 193-205. http://dx.doi. org/10.1007/BF01464073
Berninger, V. W. y Whitaker, D. (1993). Theory Based Branching Diagnosis of Writing Disabilities. School Psychology Review, 22 (4), 623-642.
Boscolo, P. (1988). Scrittura e processi cognitivi: alcune riflessioni sui risultati della ricerca e alcune implicazioni per la prattica educativa. Orientamenti Pedagogici, 35 (4), 674-684.
Boscolo, P. (Coord.) (1990). Insegnare i processi della scrittura nella scuola elementare. Firenze: la Nuova Italia.
Cambra, C. (1993). Proceso de composición de textos narrativos escritos por alumnos sordos. Revista de Logopedia, Foniatría y Audiología, 13 (2), 73-78. http://dx.doi.org/10.1016/ S0214-4603(93)75563-1
Camps, A. (2004). Miradas diversas a la enseñanza y aprendizaje de la composición escrita. Lectura y Vida, 4, 14-23.
Carrillo, M. y Domínguez, A. B. (Coords.) (2010). Dislexia y sordera: líneas actuales en el estudio de la lengua escrita y sus dificultades. Archidona: Aljibe.
Cisotto, L. (1998). Scrittura e metacognizione. Linee teoriche e proposte operative. Trento: Erickson.
De la Paz, S.; Swanson, P. N. y Graham, S. (1998). The Contribution of Executive Control to the Revising by Students with Writing and Learning Difficulties. Journal of Educational Psychology, 90 (3), 448-460. http://dx.doi.org/10.1037/0022-0663.90.3.448
Fabbretti, D. y Tomasuolo, E. (Coords.) (2006). Scrittura e sordità. Roma: Carocci. Fabbretti, D.; Volterra, V. y Pontecorvo, C. (1998). Written language abilities in deaf Italians. Journal of Deaf Studies and Deaf Education, 3 (3), 231-244. http://dx.doi.org/10.1093/ oxfordjournals.deafed.a014353
Fernández, M. P. y Pertusa, E. (2007). Estado del arte sobre la enseñanza de la lengua escrita en el niño sordo. Descargado el 15 de mayo de 2010. http://www.deal-leonardo-eu/.
Flower, L. y Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32 (4), 365-387. http://dx.doi.org/10.2307/356600
Flower, L. y Hayes, J. R. (1984). Images, plans and prose: The representation of meaning in writing. Written Communication, 1 (1), 120-160.
Gormley, K. y Sarachan-Deily, B. (1987). Evaluating Hearing-Impaired Students’ Writing: A Practical Approach. Volta Review, 89 (3), 157-166.
Graham, S. (1997). Executive control in the revising of students with learning and writing difficulties. Journal of Educational Psychology, 89, 223-234. http://dx.doi. org/10.1037/0022-0663.89.2.223
Graham, S. (2008). Research on writing development, practice, instruction, and assessment. Reading and Writing, 21, 1-2. http://dx.doi.org/10.1007/s11145-007-9069-7
Graham, S. y Harris, K. B. (1992). Cognitive strategy instruction in written language for learning disabled students. En S. A. Vogel (Ed.). Educational alternatives for students with learning disabilities (pp. 91-116). New York: Springer-Verlag.
Graham, S. y Harris, K. B. (1999). Assessment and Intervention in Overcoming Writing Difficulties: An Illustration from the Self-Regulated Strategy Development Model. Language, Speech, and Hearing Services in Schools, 30 (3), 255-264.
Graham, S. y Harris, K. B. (2000). The role of Self-Regulation and Transcription Skills in Writing and Writing Development. Educational Psychologist, 35 (1), 3-12. http://dx.doi.org/10.1207/ S15326985EP3501_2
Graham, S.; Harris, K. R. y Larsen, L. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. Learning Disabilities: Research and Practice, 16 (2), 74-84. http://dx.doi.org/10.1111/0938-8982.00009
Graham, S.; Schwartz, S. S. y MacArthur, C. A. (1993). Knowledge of writing and the composing process, attitudes toward writing and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26 (4), 237-249. http://dx.doi. org/10.1177/002221949302600404
Gutiérrez, R. (2006). La revisión de textos escritos con errores en alumnos sordos de Educación Secundaria. Enseñanza, 24, 281-294.
Gutiérrez, R. (2012). Análisis del proceso de transcripción en la expresión escrita de alumnos sordos. Revista Complutense de Educación, 23, 2, 331-346.
Gutiérrez, R. y Salvador, F. (2006). El proceso de planificación en la expresión escrita de alumnos sordos: estudio de casos en educación secundaria. Revista de Educación, 339, 435-453.
Harris, K. R. y Graham, S. (1992). Self-regulated strategy development: A part of the writing process. En M. Pressley, K. R. Harris y J. T. Guthrie (Eds.). Promoting academic competence and literacy in school (pp. 277-309). San Diego, CA: Academic Press.
Harris, K. R. y Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, Massuchusetts: Brookline Books.
Harris, K. R.; Graham, S. y Mason, L. H. (2002). Developing self-regulated writers. Theory into Practise, 41 (2), 110-115. http://dx.doi.org/10.1207/s15430421tip4102_7
Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In
C. M. Levy y S. E. Randsell (Eds.). The science of writing: theories, methods, individual differences and applications (pp. 1-27). Mahwah: Lawrence Erlbaum.
Jáudenes, C. (Dir.) (2009). FiAPAs: Estudios sobre población con sordera en España. FIAPAS, 130. Monográfico.
MacArthur, C. A.; Graham, S. y Fitzgerald, J. (Eds.) (2006). Handbook of writing research. New York: Guilford Press.
Mayer, C. (2010). The demands of writing and the deaf writer. En M. Marshark y P. E. Spencer (Eds.). The Oxford Handbook of Deaf Studies, Language, and Education, vol. 2 (pp. 144-155). New York: Oxford University Press.
Newcomer, P. y Barenbaum, E. (1991). The written composition ability of children with learning disabilities. A review of the literature. Journal of Learning Disabilities, 24 (10), 578-593. http://dx.doi.org/10.1177/002221949102401001
Pertusa, E. y Fernández, M. P. (1999). Representación fonológica, aprendizaje de la escritura y alumnos sordos. Revista de Logopedia, Foniatría y Audiología, 19 (1), 2-10. http:// dx.doi.org/10.1016/S0214-4603(99)75696-2
Ramspott, A. (1991). La comprensión y la producción de cuentos en niños y adolescentes sordos. Tesis Doctoral. Barcelona: Universidad Autónoma de Barcelona.
Salvador, F. (1997). Dificultades en el aprendizaje de la expresión escrita. Archidona: Aljibe. Scardamalia, M. y Bereiter, C. (1986). Research on written composition. En C. M. Wittrock (Ed.). Handbook of research on teaching (pp. 778-803). Nueva York: McMillan. 3.ª edición.
Salvador, F. (1992). Dos modelos explicativos de los modelos de composición escrita. Infancia y Aprendizaje, 58, 43-64.
Teruggi, L. A. (2001). Pratiche di lectura e di scrittura nei bambini sordi. Età Evolutiva, 68, 81-86.
Teruggi, L. A. (2003). Il processo di concettualizzazione della lengua scritta nei bambini sordi. En L. A. Teruggi (Ed.). Una scuola, due lingue. L’esperienza di bilingüismo della scuola dell’Infanzia ed Elementare di Cossato (pp. 313-333). Milano: Franco Angeli.
Van Beijsterveldt, L. M. y Van Hell, J. G. (2008). Evaluative expression in deaf children’s written narratives. International Journal of Language and Communication Disorders, First Article, 1-18.
Gutiérrez Cáceres, R., & Luque De La Rosa, A. (2014). Analysis of the writing processes in deaf and hearing students from Spain and Italy. Enseñanza & Teaching: Interuniversity Journal of Didactic, 32(1), 97–116. https://doi.org/10.14201/et201432197116
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