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Journal of Deaf Studies and Deaf Education 5:3 2000
© 2000 Oxford University Press

Empirical Articles

The Pragmatic Skills of Profoundly Deaf Children

R. C. Jeanes, T. G. W. M. Nienhuys and F. W. Rickards

The University of Melbourne, Australia

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.

Correspondence should be sent to Dr. R. C. Jeanes, Deafness Studies Unit, Department of Learning and Educational Development, Faculty of Education, The University of Melbourne, Victoria 3010 Australia.

Received June 22, 1999; revised January 21, 2000; accepted January 28, 2000


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