Mothers and teachers looking at books with deaf children

Abstract

The normal child's linguistic experiences at home and school have received much attention in recent comparative studies, but little research has been carried out on the experiences of handicapped children in interaction with parents and teachers. The study focuses on a videorecorded book-reading situation, and compares the styles of mothers and teachers with young deaf children, examining how different adult styles affect child contributions in interaction. The results suggest that the children experience longer and more elaborate dialogues in book-reading with teachers, but with their mothers are able to exert more control in initiating and sustaining con versations. These findings are related to goals which mothers and teachers profess in such situations.