Story Structure Recall in Hearing-Impaired, Learning-Disabled and Nondisabled Children

Abstract

This study examined the ability of hearing-impaired students to make use of story grammars in organizing self-generated and retold stories. Eleven primary (n = 5) and intermediate (n = 6) level students enrolled in total communication public day classes participated. Children were presented with four stories, with and without pictures, and were asked to make up a story or to listen to and retell a story to friends. Story transcripts were analyzed for correct descriptions of events and for correct story structures. Results indicated that hearing-impaired students do make use of story grammars in organizing retellings and in constructing stories. Pictures enhanced recall. Students with deaf parents performed as well as did nondisabled children in previous studies. Retelling abilities were linked to both chronological age and linguistic abilities.

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