Abstract
During the past decade developmental psycholinguists focused primary attention on the social and interpersonal aspects of children's language. This line of research parallels the recent emphasis on pragmatics and discourse analysis. Some preliminary studies have been conducted on the interactive contexts in which language is learned and on the role of adult input language in the child's communicative development. This article addresses the effects of one type of discourse adjustment —"recasting"— within the context of microcomputer-videodisc-assisted interaention for deaf children acquiring spoken, written, and/or signed language. Theoretical and applied issues related to language, literacy, and discourse development are discussed.
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