Beliefs about listening in students with learning disabilities: ''Is the speaker always right?''

Journal/Book: Top Lang Disord. 1997; 17: 7201 Mckinney Circle, Frederick, MD 21701. Aspen Publ Inc. 41-61.

Abstract: A neglected first step in planning language/literacy intervention for students with language/learning disabilities is the assessment of their metapragmatic beliefs about the role of the listener in communicative interactions. Research on children's beliefs about listening and the listener's role in repairing communicative breakdowns is reviewed. In general, students with learning disabilities in the listening role seem to overrely on the Gricean Cooperative Principle that ''the speaker is informative, sincere, relevant, and clear.'' Implications are framed in ways of using children's literature to enable students to reflect on the interactive roles of speaker and listener, using stories with a theme of ''resolving communication breakdowns.''

Note: Article Donahue ML, Univ Illinois, Coll Educ, M-C 147, 1040 W Harrison St, Chicago,IL 60607 USA

Keyword(s): CHILDRENS CONVERSATIONAL COMPETENCE

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