This review article starts with an overview of changing education paradigms and the literature on cognitive and linguistic relationships in imaginative play related to comprehension of oral and written texts. Strategies for developing the cognitive and linguistic foundations for text comprehension through play are described. A review of current…

This study examined the discourse skills of deaf and hard of hearing (DHH) children by comparing their oral and written narratives produced for the wordless picture book, "Frog, Where Are You?" (Mayer, 1969), with those of school-age-matched hearing peers. The written stories produced by 42 Italian 7- to 15-year-old children with…

Working with students who are deaf or hard of hearing (DHH) can raise questions about whether language and literacy delays and difficulties are related directly to late and limited access to spoken language, to co-occurring language learning disabilities (LLD), or to both. A new Test of Integrated Language and Literacy Skills, which incorporates…

A model for studying written language is described and illustrated in a written language sample of a 12-year-old with profound hearing impairment. Approaches are noted for analyzing semantic components, coherence, and causality. Implications for remediation are offered. (CL)