The experience of story reading: deaf children and hearing mothers' interactions at story time
Plessow-Wolfson, S.; Epstein, F.
American Annals of the Deaf 150(4): 369-378
2005
ISSN/ISBN: 0002-726X PMID: 16466192 DOI: 10.1353/aad.2005.0046Document Number: 353201
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.