Abstract

Over the last two decades several studies have been conducted on deaf students' writing abilities. From literature it emerges that writing system acquisition does not involve any difficulty for a deaf child, whereas more serious problems regard the linguistic processes of text generation and organisation, and the use of cognitive strategies in writing. This review is aimed at illustrating the contributions of various research fields to the analysis of this theme. The review focuses on coding, linguistic, and cognitive abilities, with particular emphasis on cognitive ones.