This article describes the lexical and syntactic development of written narratives in 24 deaf and hard-of-hearing (DHH) students aged between 8 and 18 and takes into account how their varying linguistic backgrounds may predict their written performance. All participants use spoken Swedish, but the study also considers their proficiency in Swedish…

The difficulties in learning skills that deaf and hard of hearing students encounter stem from morphology and syntactic morphology (morpho-syntax) and it is clear that there are limited studies related to these. In this study, it is aimed at examining hearing and deaf and hard of hearing students' morpho-syntactic actions which are compatible with…

Purpose: Diagnoses, assessments, and treatments, as well as social and language interventions, can be effective in identifying and interpreting specific linguistic features that present special challenges to the language abilities of individuals who are deaf and hard of hearing (DHH). This article reports on a study analyzing complex sentences and…

In this study we explored the revision process and strategies implemented by deaf and hearing students who attend the same bilingual school context (LIS and Italian). For that we analysed and compared the types and quality of revisions made by deaf and hearing participants to their first draft of a narrative text ("Frog, Where Are You?")…

Most studies on narrative competence have focused on monolingual subjects, and there are very few studies which address this issue in bilingual subjects dealing with two language systems. In the present case study we analyzed and compared the textual and narrative written skills of three deaf and three hearing adolescents attending eighth grade at…