Pragmatic Language in Deaf and Hard of Hearing Students_ Correlation with Success in General Education教程.pdfVIP

Pragmatic Language in Deaf and Hard of Hearing Students: Correlation with Success in General Education Elaine Kirk Thagard Amanda Strong Hilsmier Susan R. Easterbrooks American Annals of the Deaf, Volume 155, Number 5, Winter 2011, pp. 526-534 (Article) Published by Gallaudet University Press DOI: 10.1353/aad.2011.0008 For additional information about this article /journals/aad/summary/v155/155.5.thagard.html Access Provided by Communication University of China at 05/24/12 12:33PM GMT PRAGMATIC LANGUAGE IN DEAF AND HARD OF HEARING STUDENTS: CORRELATION WITH SUCCESS IN GENERAL EDUCATION EAF AND HARD OF HEARING CHILDREN have shown delays and diffi- culties in pragmatic behaviors due to insufficient exposure to common daily discourse and underlying impoverishment in all components of language development. In a study in a school district in a southeastern U.S. state, the researchers investigated the relationship between socio - linguistic pragmatic competence in 81 deaf and hard of hearing students and these students’ degree of hearing loss, communication mode, and degree of success in general education. Two measures, one devised by the state’s department of education and one developed within the local school system, were used: the Criterion-Referenced Competency Test (Georgia Department of Education, 2000) and the Socio-Pragmatic Skills D Checklist for Deaf and Hard of