ABSTRACT
This research aims at exploring the use of cohesive devices by deaf and hearing children, 15–19 years of age. The sources of the data are their handwriting. The instrument is a story picture. It is found that both the deaf and hearing children groups show similar tendencies towards the use of ellipsis, hyponyms, meronyms, and collocations. Similarities are also found in conjunctions—except adversative and temporal markers, which are used more productively by the hearing children. The deaf children tend to use repetitions and antonyms, whereas the hearing children tend to use references and synonyms. These similarities and differences in using cohesive devices are influenced by several factors, amongst which are the teaching method, children’s ability, family, children’s environment, and the sign language used by the deaf. The findings deal with the strategies on learning at school.
