Theory of Mind and Written Language: An Investigation of School-Age Deaf Writers

• In Event: Marriott Roundtable Session Ten
  In Roundtable Session: The Literacies of Youth Agency (Table 3)

Abstract

The purpose of this study was to investigate Theory of Mind (ToM) development in a Canadian cohort of school-aged deaf writers (N = 70). The goal was to establish whether evidence of ToM could be identified via an examination of written language samples elicited from a standardized assessment, the Test of Written Language-Fourth Edition (Hammill & Larsen, 2009). Using a developmental framework as the basis for the analysis, evidence of ToM from Early to Higher Order was found in 73% (n = 51) of the written language samples. These findings can inform pedagogical practice in terms of assessing, monitoring, and supporting the development of ToM and informing directions for future research in both deaf education and literacy education more broadly.

Authors

• Connie C. Mayer, York University
  Presenting Author

• Beverly J. Trezek, University of Wisconsin - Madison
  Presenting Author