A comparison of pragmatic abilities of children who are deaf or hard of hearing and their hearing peers

Paatsch, Louise E. and Toe, Dianne M. 2014, A comparison of pragmatic abilities of children who are deaf or hard of hearing and their hearing peers, Journal of deaf studies and deaf education, vol. 19, no. 1, pp. 1-19, doi: 10.1093/deafed/ent030.

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Title A comparison of pragmatic abilities of children who are deaf or hard of hearing and their hearing peers
Author(s) Paatsch, Louise E.ORCID iD for Paatsch, Louise E. orcid.org/0000-0003-3978-9603
Toe, Dianne M.ORCID iD for Toe, Dianne M. orcid.org/0000-0002-0936-5933
Journal name Journal of deaf studies and deaf education
Volume number 19
Issue number 1
Start page 1
End page 19
Total pages 19
Publisher Oxford University Press
Place of publication Cary, North Carolina
Publication date 2014-01
ISSN 1465-7325
Summary Pragmatic skills are the key to a satisfying and sustained conversation. Such conversation is critical for the development of meaningful friendships. Previous studies have investigated the conversational skills of deaf children while interacting with adults or when interacting with peers in structured referential tasks. There are few published studies that have compared the pragmatic skills of children who are deaf or hard of hearing (D/HH) in free conversation with their hearing peers. In this study, the conversational skills of 31 children who are D/HH when interacting with a hearing friend were compared with those of 31 pairs of hearing children. Findings suggest that school-aged children (Years 3–6 of study; aged 8–12 years) who are D/HH have a wide range of pragmatic skills that they use effectively when conversing with their hearing peers. Specifically, these children asked more questions, made more personal comments, initiated more topics, and took longer turns in their conversations with a hearing friend. In contrast, the conversations between hearing peers were very balanced with similar topic initiation, length of turn, numbers of questions, personal comments, and minimal answers. These findings will help teachers to provide support for both pragmatic and social skills in children who are D/HH.
Language eng
DOI 10.1093/deafed/ent030
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
HERDC collection year 2013
Copyright notice ©2014, Oxford University Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30057121

Document type: Journal Article
Collections: School of Education
2018 ERA Submission
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Created: Tue, 22 Oct 2013, 18:17:50 EST by Louise Paatsch

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