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1、DeafnessandEducationInternational187DeafnessEduc.Int.9(4):187196(2007)Publishedonline1November2007inWileyInterScience(www.interscience.wiley.com)DOI:10.1002/dei.228NarrativeStructureandNarrativeDevelopmentinDeafChildrenCHRISTIANRATHMANN,CentreforDeafStudies,UniversityofBristol,U
2、K;WOLFGANGMANN,DeafnessCognitionandLanguageResearchCentre,UCL,UK;GARYMORGAN,LanguageandCommunicationScience,CityUniversityLondon,UKABSTRACTResearchers,theDeafcommunity,teachersofdeafchildrenandspeechandlanguagetherapistsallshareaconcernabouthowtoimprovedeafchildrenswrittenlangua
3、geskills.Onepartofliteracyisstorywritingornarrative.Afindingfromasmallnumberofstudiesisthatchildrenexposedtosignlanguagefromearlychildhoodonwardsachievethehighestlevelofbilingualismandbecomeskilledreadersandwriters(Hoffmeister,2000;Morgan,2005).Potentialcontributingfactorsmayincl
4、udefirstlanguagetransfer,meta-linguisticawareness,cognitivereadiness,motivation,paren-talinteractionandemotionalwell-being.Thispaperreviewsthefirstthreecontributingfactorsandoutlinesthetheoreticalcaseforbilingualnarrativeactivitiesindeafchil-dren.Copyright©2007JohnWiley&Sons,Ltd.K
5、eywords:literacy,metalinguisticawareness,bilinguism,signlanguageINTRODUCTIONResearchintodeafchildrensliteracydevelopmentsinceConrad(1979)doesnotpointtowardsabigimprovementinperformance(Mayer,2007).ThisisdespiteagrowthintheawarenessoftheimportanceofbilingualeducationCopyright©200
6、7JohnWiley&Sons,Ltd.DeafnessEduc.Int.9:187–196(2007)DOI:10.1002/dei188Rathmannetal.asatoolforhelpingdeafchildrenaccesstheschoolcurriculum(SwanwickandGregory,2007).Althoughsignlanguagesandwrittenversionsofspokenlanguagesarenowwidelyusedside-by-sideinmanyschoolclassroomsthroughout
7、theUSAandEurope,itisnotalwaysthecasethatdeafchildrenhavemeta-linguisticawarenessofhowbothtypesoflanguagesoverlapanddiffer.Schoolsthatadoptasignbilingualframeworkensurethatbothsignedandspokenlanguagesareusedintheclassroom,butduetolackofappliedresearchandeducationalmaterials,there
8、isstillnoclearpictureofhowtoworkondeafchildrens
