Cohesión textual en la expresión escrita de alumnos sordos de educación primaria y secundaria: estudio descriptivo

In this article, we present some of the most important results from a research project that analyzed cohesive devices in texts written by deaf primary and secondary school pupils. Research participants were 42 deaf pupils: 20 in primary education and 22 in secondary education. The data collection process consisted on the application of a «free writing strategy» in which we asked each pupil to write a narrative text spontaneously. The written texts were analyzed following the model of the «Grammar of Text», designed by F. Salvador. The analysis revealed that, overall, deaf primary and secondary school pupils have sufficient mastery of textual cohesion. However, some have difficulties in using linking devices in formal written language. These results can be used to identify the educational needs of deaf pupils regarding writing; these needs guide the development of appropriate educational practice. Given the limited number of studies, there is a need for research focusing on the analysis of the discursive aspects of writing in deaf pupils.