The investigation studied the effects of different methods of conveying test instructions on the performance of 54 deaf children (6 to 8 years old) on pattern recognition tasks. Ss were randomly assigned to one of three methods of conveying test instructions: simultaneous communication method, pantomime method, and demonstration method. Ss were then presented with pattern recognition tasks with directions conveyed according the group assignment. Results indicated that different methods of conveying test instructions significantly affected the performance of deaf children on pattern recognition tasks. Results suggested that the three methods are not interchangeable nor is one method superior but that the different methods are necessary for different types of assessment and for different levels of language ability. Statistical data are attached. (Author/DB)