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Deaf Children's Construction of Writing
Beginning of article
High illiteracy rates among the Argentine deaf population, even after long years of schooling (Massone, Simón, and Gutiérrez 1999; Massone, Simón, and Druetta 2003), point to the need to revise certain approaches to deaf literacy, particularly in school settings. Qualitative change in deaf literacy requires the use of multiple conceptual tools if learners are to be able to tackle its complexity without reductionism or oversimplification. We define illiteracy as the absence of knowledge that involves but is not confined to graphic marks. It has been contended that the term may also apply to the difficulty one experiences in interpreting and using written materials in a variety of contexts, …
