Homogeneity of Variance of Content Understanding of the Written form of Expression of Deaf Children on the Basis of Measurement of Applied Language Constructions and Content within Linguistic Expression
Advances in Research,
The study was conducted on a sample of 70 deaf children, chronologically aged from 10 to 18 years. Letters of deaf respondents on topics of their choice were used as a measurement instrument. The goals of the research are: To examine the homogeneity of variance of content understanding of written form of expression based on measurements of applied language constructions and content within language discourse, and to determine the statistical significance of content understanding of written form of expression using language constructions within language discourse. The second goal of the study was to examine the connection of language constructions in the applied measurement space of the number of used written expressions in the content understanding of written communication, and to determine the statistical significance of the connection of language constructions in the number of used written expressions in content understanding of written communication. The results of the research showed that the deaf population is characteristic and homogeneous in the way, style of writing and content understanding of the written text observed through linguistic discourse in written dialogue. In the written form of exchange of communication content, a significant degree of communication competence has been achieved, or the comprehensibility of the written form of expression in terms of content understanding. Deaf persons achieve very modest linguistic competence. The reduced ability of deaf children to achieve linguistic competence is reflected through the simplicity of statements in the substantive sense of preferring statements, as one of the characteristics of the linguistic competence of the deaf population.
- Deaf persons
- communication competence
- linguistic competence
- homogeneity of variance
How to Cite
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