The communication skills used by deaf children and their hearing peers in a question-and-answer game context Toe, Dianne and Paatsch, Louise 2010, The communication skills used by deaf children and their hearing peers in a question-and-answer game context, Journal of deaf studies and deaf education, vol. 15, no. 3, Summer, pp. 228-241, doi: 10.1093/deafed/enq006. Attached Files Name Description MIMEType Size Downloads Title The communication skills used by deaf children and their hearing peers in a question-and-answer game context Author(s) Toe, Dianne Paatsch, Louise orcid.org/0000-0003-3978-9603 Journal name Journal of deaf studies and deaf education Volume number 15 Issue number 3 Season Summer Start page 228 End page 241 Total pages 14 Publisher Oxford University Press Place of publication Cary, N. C. Publication date 2010 ISSN 1081-4159 1465-7325 Summary Communication is frequently characterized by a sequence of questions and answers. Little is known about how well students who are deaf or hard of hearing (deaf/HH) understand their hearing classmates in the context of an inclusive setting. This study explored the communication skills used by deaf/HH children when asking and answering questions in a “trivia” game with their hearing peers. Thirty-four children with normal hearing and 34 children with a hearing loss ranging from mild to profound (>90 dB HL) participated in this study. Each of the 34 dyads included 1 child with normal hearing and 1 child with hearing loss, matched by gender and grade level at school. Dyads were videotaped and analyzed. Pairs were compared in terms of their capacity to repeat the question, strategies used to seek information, and accuracy of responses. Results showed that the group of hearing children was able to repeat more questions verbatim compared to the deaf/HH children. The deaf/HH group required a significantly greater number of repetitions, sought a greater number of general clarifications, and correctly answered more questions compared with the group of hearing children. The implications of these findings are discussed in terms of peer communication and pragmatic skill development. Language eng DOI 10.1093/deafed/enq006 Field of Research 130312 Special Education and Disability Socio Economic Objective 939907 Special Needs Education HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2010, The Author Persistent URL http://hdl.handle.net/10536/DRO/DU:30029241 Document type: Journal Article Collection: School of Education Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 11 Jun 2010, 11:53:06 EST Fri, 11 Jun 2010, 11:56:00 EST Fri, 11 Jun 2010, 12:32:19 EST Mon, 21 Jun 2010, 12:22:36 EST Mon, 21 Jun 2010, 12:24:38 EST Mon, 21 Jun 2010, 12:53:50 EST Mon, 21 Jun 2010, 12:54:50 EST Fri, 09 Mar 2012, 10:13:53 EST Fri, 09 Mar 2012, 10:16:12 EST Filtered Full Citation counts:   Cited 6 times in TR Web of Science Cited 9 times in Scopus Search Google Scholar Access Statistics: 515 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Fri, 11 Jun 2010, 11:53:02 EST by Kylie Koulkoudinas

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