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Sökning: LAR1:lu > (2010-2011) > Högskolan i Halmstad > Wengelin Åsa

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1.
  • Asker-Árnason, Lena, et al. (författare)
  • Picture-elicited written narratives, process and product, in 18 children with cochlear implants
  • 2010
  • Ingår i: Communication Disorders Quarterly. - Austin, TX : PRO-ED. - 1525-7401. ; 31:4, s. 195-212
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of the study was to explore the narrative writing of 18 children, ages 11 to 19, with severe and profound hearing impairment who had cochlear implants (CI), compared with the performance of hearing children. Nine of the 18 children had prelingual deafness and 9 children had postlingual deafness. The hearing impairment was progressive in 11 children. The participants thus formed a heterogeneous group, which was split in two ways: according to age at testing and age at implantation. The narratives were collected by means of keystroke logging. The difference between the children with CI and the hearing children was most prominent for two measures: the percentage of pause time (in the group of children older than 13 years) and lexical density. Furthermore, the children implanted after 5 years of age performed more like the hearing children. This group consisted of children with postlingual deafness and also of children who were deafened progressively. Our interpretation is that these children benefited from the early linguistic input. Taking the whole group of participants into consideration, the results reflect linguistic and cognitive processing limitations in complex linguistic tasks like narration for the children with CI in comparison with their hearing peers.
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2.
  • Behrns, Ingrid, et al. (författare)
  • Aphasia and text writing
  • 2010
  • Ingår i: International Journal of Language and Communication Disorders. - 1368-2822. ; 45:2, s. 230-243
  • Tidskriftsartikel (refereegranskat)abstract
    • Background:Good writing skills are needed in almost every aspect of life today, and there is a growing interest in research into acquired writing difficulties. Most of the findings reported so far, however, are based on words produced in isolation. The present study deals with the production of entire texts.Aims:The aim was to characterize written narratives produced by a group of participants with aphasia.Methods & Procedures:Eight persons aged 28–63 years with aphasia took part in the study. They were compared with a reference group consisting of ten participants aged 21–30 years. All participants were asked to write a personal narrative titled ‘I have never been so afraid’ and to perform a picture-based story-generation task called the ‘Frog Story’. The texts were written on a computer.Outcome & Results: The group could be divided into participants with low, moderate, and high general performance, respectively. The texts written by the participants in the group with moderate and high writing performance had comparatively good narrative structure despite indications of difficulties on other linguistic levels.Conclusions & Implications:Aphasia appeared to influence text writing on different linguistic levels. The impact on overall structure and coherence was in line with earlier findings from the analysis of spoken and written discourse and the implication of this is that the written modality should also be included in language rehabilitation.
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3.
  • Johansson, Roger, et al. (författare)
  • Looking at the keyboard or the monitor: relationship with text production processes
  • 2010
  • Ingår i: Reading and Writing. - Springer. - 0922-4777. ; 23:7, s. 835-851
  • Tidskriftsartikel (refereegranskat)abstract
    • In this paper we explored text production differences in an expository text production task between writers who looked mainly at the keyboard and writers who looked mainly at the monitor. Eye-tracking technology and keystroke-logging were combined to systematically describe and define these two groups in respect of the complex interplay between text production and the reading of one's own emerging text. Findings showed that monitor gazers typed significantly faster and were more productive writers. They also read their own text more, and they frequently read in parallel with writing. Analysis of fixation durations suggests that more cognitive processing is in use during reading in parallel with writing than during reading in pauses. Keyboard gazers used the left and right cursor keys significantly more. We suggest that this is because they revised their texts in a much more serial mode than monitor gazers. Finally, analysis of the characteristics of the final texts showed no differences between the groups.
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