Pragmatic and Semantic Development in Young Children with Impaired Hearing

Abstract

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.