The linguistic competence of deaf primary school children
Observation of deaf children in conversation with their teachers might lead one to believe they are behaving in a somewhat contrived way in comparison with their behaviour when communicating with their peers. Examination of the performance of deaf and hearing children on various reading tests has shown the deaf to be pursuing markedly different strategies from the hearing (e.g. word association). Such observations lead us to ask, is the linguistic behaviour of these children then simply a selection of 'special tricks' developed to cope with everyday demands? Or, if various measures of their language intercorrelate, can we assume the existence of a unitary linguistic competence? To answer this question and to investigate the validity of the measures chosen, a group of 50 profoundly deaf children from two schools for the deaf were studied (where necessary using, videorecordings) in 4 situations. These were a) in conversation with their teachers, b) in a referential communication game with their peers, c) their performance on the Edinburgh Reading Test and d) their writing. Since degree of hearing loss, age, sex and intelligence have been shown to be influential, we included these together with teacher ratings
Griffiths, Amanda
HV Social pathology. Social and public welfare
The linguistic competence of deaf primary school children. Observation of deaf children in conversation with their teachers might lead one to believe they are behaving in a somewhat contrived way in comparison with their behaviour when communicating with their peers. Examination of the performance of deaf and hearing children on various reading tests has shown the deaf to be pursuing markedly different strategies from the hearing (e.g. word association). Such observations lead us to ask, is the linguistic behaviour of these children then simply a selection of 'special tricks' developed to cope with everyday demands? Or, if various measures of their language intercorrelate, can we assume the existence of a unitary linguistic competence? To answer this question and to investigate the validity of the measures chosen, a group of 50 profoundly deaf children from two schools for the deaf were studied (where necessary using, videorecordings) in 4 situations. These were a) in conversation with their teachers, b) in a referential communication game with their peers, c) their performance on the Edinburgh Reading Test and d) their writing. Since degree of hearing loss, age, sex and intelligence have been shown to be influential, we included these together with teacher ratings
linguistic_competence deaf primary_school child observation deaf_child conversation teacher might lead believe behave somewhat way comparison behaviour communicate peer examination performance deaf_hear child various read test show deaf pursue markedly_different strategy hear word_association observation lead ask linguistic_behaviour child simply selection special develop cope everyday demand various measure language assume existence unitary linguistic_competence answer_question investigate validity measure choose group profoundly deaf_child school deaf study necessary use conversation teacher referential communication game peer performance edinburgh reading test writing since degree hearing loss age_sex intelligence show influential include together teacher rating