ERIC Number: ED215541
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Adult-Child Interactions and the Language of Hearing Impaired Children in a Preschool Setting. Directed Student Research. Final Report.
Fox, Daphne S.
The study involving four teachers, two tutors, and ten preschool hearing impaired children investigated both the linguistic relationship between adult and child utterances and the teaching strategies involved in the process of interacting. A literature review focuses on three major areas--language interaction between adults and normally hearing children, studies of communication between parents and young hearing impaired children, and studies of relevant research regarding language learning in deaf children. The study involved videotaped sessions with the child in regular preschool activities and in a training session with the investigator, videotaped sessions of the child and teacher playing and discussing a story and the child and the speech/language tutor playing and discussing a story, and a session in the child's home in which the parent(s) was interviewed and audiorecorded. Among conclusions reached from findings were that the hearing impaired children were dependent upon the form of the adult input message for formulating their own messages to an extent not found with normally hearing children; that the responding to nonquestions with other imitations was a difficult task for the hearing impaired children; and that discourse development appeared to be interdependent rather than dependent upon a particular adult reaction or strategy with linguistic and nonlinguistic context influencing both the adult and the child in the dyadic exchange. Included in the appended materials are profiles of individual children, the six sequence picture story, instructions to teachers and tutors, procedures for transcribing videorecorded data, discourse analysis of child utterances and adult reactions, and a sample parental permission form. (SB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Columbia Univ., New York, NY. Teachers College.
Note: Parts are marginal and may not reproduce well. Directed Student Research Final Report on Project 443AH70025.