The Pragmatic Skills of Profoundly Deaf Children
Bibliographic Data
| ID | 16768519 |
|---|---|
| Authors | R C Jeanes, RC Jeanes (Victorian Curriculum and Assessment Authority, corresponding author) |
| Year | 2000 |
| Volume | 5 |
| Issue | 3 |
| Pages | 237-247 |
| Publication date | 2000-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Deaf Studies and Deaf Education (JOURNAL) |
| Journal identifiers | ISSN: 1081-4159 • E-ISSN: 1465-7325 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/deafed/5.3.237 |
| PMID | 15454503 |
| OpenAlex | W2104530439 |
| Language | EN |
| Citations received | 17 |
| References cited | 7 |
This study investigated the ability of normally hearing students and two groups of profoundly deaf students, one using oral and one using signed communication, to employ a series of pragmatic skills required for effective face-to-face interaction. Specifically considered were the ability of listeners to request clarification, the ability of speakers to respond to requests, and the strategies speakers use at times of communication breakdown. Differences were found between the two groups suggesting that the profoundly deaf students had difficulty consistently using appropriate, productive pragmatic behaviors in their face-to-face dyadic interactions.
Cognitive psychology · Communication skills · Developmental psychology · Face (sociological concept) · Linguistics · Medical education · Communication · Hearing Impairment and Communication · Language, Discourse, Communication Strategies · Psychology · Speech and dialogue systems
Conversational Skills in a Semistructured Interview and Self-Concept in Deaf Students
Language Planning for the 21st Century
Sensitivity to conversational maxims in deaf and hearing children
Refusal Strategies among Spanish-English Bilinguals
The Communication Skills Used by Deaf Children and Their Hearing Peers in a Question-and-Answer Game Context
Understanding of Emotions and False Beliefs Among Hearing Children versus Deaf Children
The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss
Communicative Competence of Oral Deaf Children While Explaining Game Rules
Impact of Peer and Teacher Relations on Deaf Early Adolescents' Well-being
Semantic and Pragmatic Factors Influencing Deaf and Hearing Students' Comprehension of English Sentences Containing Numeral Quantifiers
A Comparison of Pragmatic Abilities of Children Who Are Deaf or Hard of Hearing and Their Hearing Peers
Pragmatic Abilities of Children With Hearing Loss Using Cochlear Implants or Hearing Aids Compared to Hearing Children
Breaking Down Communication Breakdowns in Children who are Deaf or Hard of Hearing
What’s That You Say? Communication Breakdowns and Their Repairs in Children Who Are Deaf or Hard of Hearing
Speech Intelligibility and Psychosocial Functioning in Deaf Children and Teens with Cochlear Implants
Some trouble with repair
Linguistic and extralinguistic communication in deaf children
Department of Psychology, University of Edinburgh
Conversational Competence and Social Development
The Language of Children and Adolescents
Measurement for egocentrism in children's communication
Children's ability to appraise their own and another person's communication performance
Social interaction between deaf preschoolers and their mothers
Children's conversation
| Unique citing works | 17 |
|---|---|
| Citations per year | 0,85 |
| Citation span | 2006 - 2023 (18) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 17 |