Date of Award
5-2014
Degree Type
Creative Project
Degree Name
Master of Science (MS)
Department
Communicative Disorders and Deaf Education
Committee Chair(s)
Lauri Nelson
Committee
Lauri Nelson
Committee
Elizabeth Parker
Committee
K. Todd Houston
Committee
Sonia Manuel-Dupont
Abstract
Pragmatics, or social/emotional skills are learned early in life by most typically developing children (DeLuzio, Girolametto, 2011). According to the American SpeechLanguage-Hearing Association (ASHA), social/emotional skills involve three major communication strategies. These include 1) using language for different purposes such as greeting, informing, requesting, 2) changing language depending on the relationship with the listener, and 3) following conversational and storytelling rules such as taking turns in conversation, staying on topic, using non-verbal signals, and maintaining appropriate body position and eye contact (ASHA, 2013). Social/emotional skills among children entering into the mainstream kindergarten setting, according to early childhood core state standards, include a development of self-awareness, positive self-esteem, and skills that promote positive interactions with others (Utah State Office of Education, 2013). Success in these social/emotional skills among young children generally contributes to kindergarten readiness.
Recommended Citation
Huish, Marianne Ingram, "The Mainstream Kindergarten Teacher's Perspective of Pragmatic Skills of Children Who are Deaf or Hard of Hearing Aligned with Common Core Standards" (2014). All Graduate Plan B and other Reports, Spring 1920 to Spring 2023. 395.
https://digitalcommons.usu.edu/gradreports/395
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