Cherological Awareness in the Language Acquisition Process | Chapter 11 | Modern Perspectives in Language, Literature and Education Vol. 1

To enable the learning process of deaf children, sign language, as a structured and natural language, should be used. However, since research in this area is scarce, there is a need to expand its knowledge , especially about the many acquisition times. Cherological awareness, which is similar to phonological awareness (sound analysis) in an oral language, should be given special attention; cherology is derived from kyros, in Greek , meaning hand. Cherology is the study of cheremes, and the development of knowledge of cheremes is a significant stage in the process of language acquisition, and its development plays an important role in the process of language acquisition. The purpose of this chapter is to present a new method for the assessment of Cherological Awareness: the Instrumento de Avaliação da Cherological Awareness (IACQ-LGP) and its psychometric preliminary properties. The IACQ-LGP was used for 23 (9.09±1.92) children between the ages of 5 and 12 years. Indexes of Validity of Content (CVI>.71) Both items' significance. The proportion of the agreement (.82-1) showed good agreement among seven experts, as did the Cohen kappa scores (z > .84). In internal accuracy, reliability was evaluated with Cronbach alpha scores ranging from .78 to .82 and moderate and high correlations (.37 > r<.73), confirming the temporal stability of the instrument (by test-retest technique). Discrimination between pairs was the only exception (r=.13). Construct validity was evaluated by Spearman coefficients, which showed poor to moderate subtest correlations (.12 ⁇ r ⁇ .84) and an exploratory factorial analysis, which showed that a multidimensional construct is cherological knowledge. The IACQ-LGP appears to be a legitimate and effective method for the assessment of cherological sensitivity. It will present findings and recommendations.

Author(s) Details

Marta Pratas
Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal.

Isabel Correia
Escola Superior de Educação, Instituto Politécnico de Coimbra, Portugal.

Sofia Santos
UIDEF – Instituto da Educação, Faculdade de Motricidade Humana, Universidade de Lisboa, Portugal.
 

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