Sordità e competenze testuali: la concettualizzazione dei segni di punteggiatura

The study looks at written texts of a deaf child educated in a bilingual educational context : Italian sign language as her primary language and written/spoken Italian as her second language. In this context, reading and writing are considered as social practices, ie presented throughout meaningful communication situations, with real purposes and audiences, and deaf pupils are integrated to mainstream classes with specific interventions in what concerns revision of their own spontaneous texts. The case study focuses on the competence in text writing throughout the use of punctuationmarks, from the first non-conventional whole texts at the beginning of primary school (6 years old) until the last texts at the end of school (11 years old). Considering that writing is not a matter of following a set of rules but of making meaning by choices, the article tries to analyze in a qualitative mode the logics and coherence of the child’s choices