A Longitudinal Study of Pragmatic Language Development in Three Children with Cochlear Implants

Autor/in	Dammeyer, Jesper
Titel	A Longitudinal Study of Pragmatic Language Development in Three Children with Cochlear Implants
Quelle	In: Deafness and Education International, 14 (2012) 4, S.217-232 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
Schlagwörter	Assistive Technology; Program Effectiveness; Self Efficacy; Hearing Impairments; Auditory Perception; Language Acquisition; Theory of Mind; Language Usage; Pragmatics; Longitudinal Studies; Observation; Protocol Analysis; Interaction Process Analysis; Program Evaluation; Verbal Ability; Peer Relationship; Peer Groups; Accessibility (for Disabled); Foreign Countries; Outcomes of Treatment; Denmark + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Hearing impairment; Hörbehinderung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Sprachaneignung; Spracherwerb; Sprachgebrauch; Pragmalinguistik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Beobachtung; Prozessanalyse; Programme evaluation; Programmevaluation; Mündliche Leistung; Peer-Beziehungen; Gleichaltrigengruppe; Peer Group; Accessibility; Zugänglichkeit; Ausland; Dänemark
Abstract	Research has shown how cochlear implants (CIs), in children with hearing impairments, have improved speech perception and production, but very little is known about the children's pragmatic language development. During a 4-year longitudinal study of three children with CIs, certain aspects of pragmatic language development were observed in free social peer interaction. Observations were analysed both quantitatively and qualitatively. Some of the analysed aspects were speech intelligibility, auditory performance, turn-taking, response, repair, and gaze behaviour. The three children improved their speech intelligibility and auditory performance during the 4 years, but they continued to have difficulties with pragmatic language usage. Included in this study are explanations of pragmatic language difficulties among some children with CIs and other related issues as peer interaction, theory of mind, psychosocial wellbeing, and self-efficacy. Some children with CIs may face pragmatic language difficulties; therefore, supporting a child's pragmatic language development could be conducive to their social and linguistic development. (Contains 2 tables.) (As Provided).
Anmerkungen	Maney Publishing. Suite 1C Joseph's Well Hanover Walk, Leeds, LS3 1AB, UK. Tel: +44-113-243-8168; Fax: +44-113-386-8178; e-mail: subscriptions@maney.co.uk; Web site: http://www.maney.co.uk/index.php/journals/dei
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10