Comparative study of the ideas of deaf and hearing students on writing processes and its difficulties
Abstract
Based on the instrumental importance that writing currently has in people’s educational and social integration and employability, this study aims to analyze deaf and hearing secondary education students’ views on writing and its difficulties. 84 students took part in this study. The method for data collection was an adaptation of two questionnaires centered on conceptions and perceptions of difficulties. Results were analyzed carrying out the comparison and contrast of the ideas according to the status “deaf/hearing” and several categories for analysis. The discussion of the results reveals that both deaf and hearing students have ideas and conceptions regarding the relevance of the review, plan and transcription processes. Likewise, it is demonstrated that students’ assessment of their own cognitive processes prove useful in order to tackle writing difficulties. This study aims to better know the reality of deaf students when it comes to facing writing and reading processes. One conclusion to draw is that further research along this line is necessary in order to offer a wider perspective on this matter, research involving different data collection methods and analysis instruments in multiple educational contexts.
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