The experience of story reading: deaf children and hearing mothers' interactions at story time.
THE STUDY EXAMINED scaffolding interactions between deaf children and hearing mothers in which story reading was used as a tool to aid in the development of narrative comprehension and linguistic reasoning. The dyadic interactions were examined from the perspective of the theoretical works of Vygotsky (1934/1962, 1978, 1929/1981, 1960/1981). The sample group consisted of 7 dyads of hearing mothers and their deaf children ages 4.2 to 9.5 years. The mothers signed a story to their children. The dyadic interactions reflected the different levels of scaffolding and functioning within the zone of proximal development (Vygotsky, 1934/1962, 1978). The researchers found that story reading provides an excellent framework for both cognitive and emotional growth within the parent/child dyad. Mothers who engaged their children in mutual dialogue also used elaboration. This was reflected in their children's linguistic reasoning.
Plessow-Wolfson
Sabine
S
United Behavioral Health, San Francisco, USA.
Epstein
Flavio
F
D000328:Adult; D000339:Affect; D002648:Child; D002675:Child, Preschool; D003210:Concept Formation; D003638:Deafness / Q000534:rehabilitation*; D005260:Female; D006801:Humans; D008297:Male; D008369:Manual Communication; D009034:Mother-Child Relations; D011932:Reading; D011795:Surveys and Questionnaires; D014743:Videotape Recording