The pragmatic skills of profoundly deaf children.

Abstract

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.