Abstract

This monograph supplement to "The Journal of the Academy of Rehabilitative Audiology" contains eight papers on issues and strategies for communication assessment of hearing-impaired children, not only in the area of interpersonal communication, but in classroom and print discourse as well. Titles and authors of the papers are as follows: "Communication Competence and Assessment" (Richard Kretschmer and Laura Kretschmer); "Assessing Communication of Hearing-Impaired Children: Influences from Pragmatics" (Judith Felson Duchan)7, "Assessing English Syntax in Hearing-Impaired

Children: Eliciting Production in Pragmatically-Motivated Situations" (Peter de Villiers); "Combining Formal and Informal Strategies for Language Assessment of HearingImpaired Children!' (Mary Moeller); "A Sociolinguistic Assessment Scheme for the Total Communication Student" (Harold Johnson); "Perspectives on the Assessment of Reading" (Joan Laughton); "Assessing the Writing Abilities of Hearing-Impaired Children" (David Conway); and "Assessment for Three Aspects of School Communication" (Sandra Tattershall et al.) (JDD)