Jump to ContentJump to Main Navigation
Evidence-Based Practices in Deaf Education$
Users without a subscription are not able to see the full content.

Harry Knoors and Marc Marschark

Print publication date: 2018

Print ISBN-13: 9780190880545

Published to Oxford Scholarship Online: September 2018

DOI: 10.1093/oso/9780190880545.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 29 November 2021

Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills

Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills

Chapter:
(p.495) 22 Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills
Source:
Evidence-Based Practices in Deaf Education
Author(s):

Anat Zaidman-Zait

Tova Most

Publisher:
Oxford University Press
DOI:10.1093/oso/9780190880545.003.0022

Pragmatic behaviors are related to the social use of language in an appropriate and effective way. As a result of their hearing loss, many deaf and hard-of-hearing (DHH) learners who use spoken language have pragmatic difficulties in everyday interactions. Assessing pragmatic competence is the most challenging aspect of language ability to assess and there are few efficient, valid, and reliable sound tools for this purpose in DHH learners. The successful use of pragmatic skills is particularly important to DHH children’s social and emotional functioning in the educational system, including their self-confidence, motivation, social adjustment, peer acceptance, and popularity. This chapter discusses the assessment of pragmatic abilities in DHH learners and argues that pragmatic abilities are fundamental to DHH learners’ social-emotional functioning. A case example will be provided and implications for educational assessment and intervention will be discussed.

Keywords:   pragmatics, assessment, deaf and hard of hearing, social-emotional functioning, school-aged children

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .