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The development of pragmatic skills in children who are severely and profoundly deaf

Version 2 2024-06-03, 17:22
Version 1 2018-05-16, 11:38
journal contribution
posted on 2024-06-03, 17:22 authored by D Toe, R Beattie, M Barr
The present study investigated the conversational skills of a group of 18 children (aged 6 to 16 years) with severe and profound hearing loss. Participants included both hearing aid users and cochlear implant users. All the children relied upon spoken English and were included in regular classroom settings for at least part of each school day. They were videotaped in conversation with their supporting teacher of the deaf. Results indicated that very few conversational breakdowns occurred in these dyads. Older students were more likely to evenly share the conversational talk time and to initiate conversational turns with their teachers. The youngest participants relied heavily upon simple responses to teacher questions while all participants asked few questions in conversation with their teachers.

History

Journal

Deafness and Education International

Volume

9

Pagination

101-117

Location

Hoboken, N.J.

ISSN

1464-3154

eISSN

1557-069X

Language

en

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2007, John Wiley & Sons

Issue

2

Publisher

Informa UK Limited

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