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    The Communication Skills Used by Deaf Children and Their Hearing Peers in a Question-and-Answer Game Context

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    Author
    Toe, DM; Paatsch, LE
    Date
    2010-06-01
    Source Title
    JOURNAL OF DEAF STUDIES AND DEAF EDUCATION
    Publisher
    OXFORD UNIV PRESS
    University of Melbourne Author/s
    Toe, Dianne
    Affiliation
    Melbourne Graduate School of Education
    Metadata
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    Document Type
    Journal Article
    Citations
    Toe, D. M. & Paatsch, L. E. (2010). The Communication Skills Used by Deaf Children and Their Hearing Peers in a Question-and-Answer Game Context. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION, 15 (3), pp.228-241. https://doi.org/10.1093/deafed/enq006.
    Access Status
    This item is currently not available from this repository
    URI
    http://hdl.handle.net/11343/30425
    DOI
    10.1093/deafed/enq006
    Abstract
    Communication is frequently characterized by a sequence of questions and answers. Little is known about how well students who are deaf or hard of hearing (deaf/HH) understand their hearing classmates in the context of an inclusive setting. This study explored the communication skills used by deaf/HH children when asking and answering questions in a "trivia" game with their hearing peers. Thirty-four children with normal hearing and 34 children with a hearing loss ranging from mild to profound (>90 dB HL) participated in this study. Each of the 34 dyads included 1 child with normal hearing and 1 child with hearing loss, matched by gender and grade level at school. Dyads were videotaped and analyzed. Pairs were compared in terms of their capacity to repeat the question, strategies used to seek information, and accuracy of responses. Results showed that the group of hearing children was able to repeat more questions verbatim compared to the deaf/HH children. The deaf/HH group required a significantly greater number of repetitions, sought a greater number of general clarifications, and correctly answered more questions compared with the group of hearing children. The implications of these findings are discussed in terms of peer communication and pragmatic skill development.
    Keywords
    Specialist Studies in Education

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