THE CHALLENGE OF ASSESSING LANGUAGE IN CHILDREN WITH HEARING-LOSS

This article challenges current practices in language evaluation for s chool-aged children with significant hearing loss. In light of recent theoretical beliefs, arguments supporting an interactional approach to assessment are presented, along with specific recommendations for the interpretation of test results. Application of current connectionist and competition theories of language acquisition promotes the concept of differential weighting of aspects of language (semantics, syntax, p ragmatics, and phonology) at various stages of development.