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The Interplay Between Pragmatics and Reading Comprehension in Children Who Are Deaf or Hard of Hearing

chapter
posted on 2020-07-10, 00:00 authored by Louise PaatschLouise Paatsch, Dianne Toe
Strong language skills are linked to children’s literacy and social and emotional outcomes, and they are critical for educational success throughout life. However, many children who are deaf and hard of hearing (DHH) experience challenges with developing language and literacy outcomes that are commensurate with their peers with typical hearing. In particular, some children who are DHH have difficulties in understanding and using language in social contexts, specifically in regard to the more subtle and complex pragmatic skills such as contingency, inferencing, topic maintenance, and repair. This chapter suggests that such challenges evident in natural conversations may impact children’s reading comprehension. It further explores the interplay between pragmatic skills, Theory of Mind, and the complex inferential and metacognitive skills required for reading comprehension in children and young people who are DHH. Finally, the chapter addresses the implications of these links and suggests future directions for research.

History

Title of book

The Oxford Handbook of Deaf Studies in Literacy

Chapter number

11

Pagination

1 - 24

Publisher

Oxford University Press

Place of publication

Oxford, Eng.

ISBN-13

9780197508268

Language

eng

Publication classification

B1 Book chapter

Extent

25

Editor/Contributor(s)

Susan Easterbrooks, Hannah Dostal