This study examined literary element use in third-grade written narratives to determine if children who are deaf and hard of hearing (DHH) and their peers with typical hearing (TH) met macrostructure writing proficiency expectations addressed in the Common Core State Standards.
✦ The floor
Discussion
Signed responses from readers of the wire.
No direct change to audiology practice; findings are more relevant to educators and speech-language pathologists supporting written language development in deaf and hard-of-hearing children.
Understanding written narrative gaps in deaf and hard-of-hearing children can inform educational planning and highlight areas where audiological and language interventions may have downstream literacy benefits.
- 01Third-grade deaf and hard-of-hearing children were compared with hearing peers on use of literary elements in written narratives.
- 02Differences in literary element use may reflect broader language development disparities.
- 03Findings are relevant to educators, SLPs, and audiologists involved in early childhood intervention.
- 04Study contributes to evidence base on written language outcomes in the DHH population.
- 05Results could inform individualized education program (IEP) goal-setting for DHH students.
Deaf and hard-of-hearing children differ from hearing peers in their use of literary elements in written narratives at third grade.
studypartially supported- PMID
- 42896013
- DOI
- 10.1044/2026_LSHSS-26-00026.
- Journal
- Language, Speech, and Hearing Services in Schools
- Publication type
- research_article
- Evidence level
- 3
- Population
- Third-grade children who are deaf or hard of hearing and hearing peers
- Intervention
- Assessment of literary element use in written narratives
- Comparator
- Hearing third-grade children
Primary outcomes
Literary element use in written narrative samples