THE EFFECT OF HEARING-LOSS ON THE DEVELOPMENT OF METACOGNITIVE STRATEGIES IN WRITTEN LANGUAGE

This series of studies describes by age and hearing loss the Colorado population of deaf or hard-of-hearing students' use of inference and e laboration, sequencing, and story-grammar strategies. The data are des cribed according to the number of participants who included the six ca tegories of productive use of inference and elaboration in their writt en stories: use of picture-based inferences, use of world-based infere nces, elaboration of picture-based inferences, elaboration of world-ba sed inferences, elaboration of event, and elaboration of topic or them e. Students' developmental skills are described by age and degree of h earing loss for two categories of nonproductive use of inference and e laboration (use of picture telling and elaboration of picture telling) according to the percentage of participants who used these writing st rategies. Participants' development is further described by the percen tage of participants at each age level in each hearing loss category f or eight types of sequence/connection/cohesion strategies: linked by s urface structure, linked by topic or event, linked by labeled topic or title, use of connectors, logical sequence, temporal sequence, physic al causality, and psychological causality. The participants who includ ed each of the six categories of story-grammar propositions (setting, beginning or initiating went, attempt, internal response of the charac ter, outcome/consequence, and ending/reaction) in their written storie s are described by age and by degree of hearing loss. The data demonst rate that different strategies predominate depending on participants' age and degree of hearing loss.