Abstract
Abstract Unlike hearing children, deaf children miss opportunities of linking linguistic input with action in their environment. This fundamental dynamic link between language and action is the rationale behind the development of interactive video in the education of the deaf. This dynamic link is described clearly in the ‘Tenses and Passive Voice’ interactive video program which enables deaf children to comprehend the different tenses of verbs, together with action provided in a ‘microworld’ through video. The development of the ‘Interactive Video Dictionary’ enables deaf children to avoid the tedious task of looking up conventional dictionaries, thus enabling them to enjoy reading. Instead of conventional textual explanation of the meaning of words, the Interactive Video Dictionary shows the meaning of words either by picture or by signs from British Signed English. Deaf children are able to relate the linguistic input in the form of subtitles with the relevant action in the video before reading the sto...
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