Pragmatic and Semantic Development in Young Children with Impaired Hearing The purpose of the study was to characterize the early pragmatic-semantic communicative development of young hearing-impaired children learning spoken English as a first language. Twelve children with impaired hearing, ranging in age from 22 months to 60 months, were videotaped. Approximately 13 hours of videotaped data from four different communicative ... Research Article
Research Article  |   September 01, 1979
Pragmatic and Semantic Development in Young Children with Impaired Hearing
 
Author Affiliations & Notes
  • Susan Curtiss
    University of California, Los Angeles
  • Carol A. Prutting
    University of California, Santa Barbara, Ca.
  • Edgar L. Lowell
    John Tracy Clinic, Los Angeles
Article Information
Research Articles
Research Article   |   September 01, 1979
Pragmatic and Semantic Development in Young Children with Impaired Hearing
Journal of Speech, Language, and Hearing Research, September 1979, Vol. 22, 534-552. doi:10.1044/jshr.2203.534
History: Received April 17, 1978 , Accepted December 28, 1978
 
Journal of Speech, Language, and Hearing Research, September 1979, Vol. 22, 534-552. doi:10.1044/jshr.2203.534
History: Received April 17, 1978; Accepted December 28, 1978

The purpose of the study was to characterize the early pragmatic-semantic communicative development of young hearing-impaired children learning spoken English as a first language. Twelve children with impaired hearing, ranging in age from 22 months to 60 months, were videotaped. Approximately 13 hours of videotaped data from four different communicative settings were analyzed. The pragmatic and semantic categories used by these children varied across age groups. Results are discussed with regard to age, expressive modality, mean length of utterance (MLU), and hearing loss. There was much variation among these parameters in communicative development across children.

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