The experience of story reading: Deaf children and hearing mothers' interactions at story time

American Annals of the Deaf

Volumn 150, Issue 4, 2005, Pages 369-378

  Plessow Wolfson, Sabine ^a,b   Epstein, Flavio ^a,c  

^a United Behavioral Health   (United States)

^b Contra Costa County Regional Medical Center ^*

^c Landstuhl Regional Medical Center   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; AFFECT; ARTICLE; CHILD; CONCEPT FORMATION; FEMALE; HEARING IMPAIRMENT; HUMAN; MALE; MOTHER CHILD RELATION; NONVERBAL COMMUNICATION; PRESCHOOL CHILD; QUESTIONNAIRE; READING; VIDEORECORDING;

ADULT; AFFECT; CHILD; CHILD, PRESCHOOL; CONCEPT FORMATION; DEAFNESS; FEMALE; HUMANS; MALE; MANUAL COMMUNICATION; MOTHER-CHILD RELATIONS; QUESTIONNAIRES; READING; VIDEOTAPE RECORDING;

EID: 30744457038     PISSN: 0002726X     EISSN: None     Source Type: Journal    
DOI: 10.1353/aad.2005.0046     Document Type: Article

References (41)

1. Banks, J., Gray, C., & Fyfe, R. (1990). The written recall of printed stories by severely deaf children. British Journal of Educational Psychology, 60, 192-206.
2. Blank, M. (1973). Teaching learning in the preschool: A dialogue approach. Columbus, OH: Merrill.
3. Blank, M., Rose, S., & Berlin, L. (1978). Preschool language assessment instrument. Orlando, FL: Psychological Corporation.
4. Bruner, J. (1984). Language, mind, and reading. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 193-200). Portsmouth, NH: Heinemann.
5. Bus, A. G., & van Ijzendoorn, M. H. (1988). Mother-child interactions, attachment, and emergent literacy: A cross-sectional study. Child Development, 59, 1262-272.
6. Bus, A. G., & van Ijzendoorn, M. H. (1992). Patterns of attachment in frequently and infrequently reading mother-child dyads. Journal of Genetic Psychology, 153(4), 395-403.
7. Bus, A. G., & van Ijzendoorn, M. H. (1995). Mothers reading to their three-year-olds: The role of mother-child attachment security in becoming literate. Reading Research Quarterly, 30(4), 2-19.
8. Crnic, K. A., & Greenberg, M. T. (1983). The inventory of parent experiences. Unpublished manual, University of Washington, Seattle.
9. Delk, L., & Weidekamp, L. (2001). Shared reading project: Evaluating implementation processes and family outcomes [Executive summary]. Washington, DC: Gallaudet University, Laurent Clerk National Deaf Education Center.
10. De Loache J., & De Mendoza, O. (1987). Joint picture-book interactions of mothers and one-year-old children. British Journal of Developmental Psychology, 5, 111-23.
11. Durkin, D. (1966). Children who read early. New York: Teachers College Press.
12. Griffith, P. L., Ripich, D. N., & Dastoli, S. L. (1990). Narrative abilities in hearing-impaired children: Proposition and cohesion. American Annals of the Deaf, 135, 14-19.
13. Heath, S. B. (1983). Ways with words. Cambridge, England: Cambridge University Press.
14. Junefelt, K. (1990). The zone of proximal development and communicative development. Nordic Journal of Linguistics, 13(2), 135-48.
15. Lartz, M. N. (1993). A description of mothers' questions to their young deaf children during storybook reading. American Annals of the Deaf, 138, 322-33.
16. Lartz, M. N., & Lestina, L. J. (1995). Strategies deaf mothers use when reading to their young deaf or hard of hearing children. American Annals of the Deaf, 140, 358-62.
17. Lartz, M. N., & McCollum J. A. (1990). Maternal questions while reading to deaf and hearing twins: A case study. American Annals of the Deaf, 135, 235-40.
18. Marschark, M. (1993). Psychological development of deaf children. New York: Oxford University Press.
19. Meadow, K. P. (1980). Deafness and child development. Berkeley: University of California Press.
20. Meadow, K. P., Greenberg, M. T., Erting, C., & Carmichael, H. S. (1981). Interactions of deaf mothers and deaf preschool children: Comparisons with three other groups of deaf and hearing dyads. American Annals of the Deaf, 126, 454-68.
21. Schleper, D. (1995). Read it again and again . . . and again. Perspectives in Education and Deafness, 14(2), 16-19, 24.
22. Schlesinger, H. S. (1972). Meaning and enjoyment: Language acquisition of deaf children. In T. J. O'Rourke (Ed.), Psycholinguistics and Total Communication: The state of the art (pp. 92-102). Washington, DC: American Annals of the Deaf.
23. Schlesinger, H. S. (1985). Deafness, mental health, and language. In F. Powell, T. Finitzo-Hieber, S. Friel-Patti, & D. Henderson (Eds.), Education of the hearing impaired child (pp. 102-16). San Diego, CA: College Hill.
24. Schlesinger, H. S. (1988a). Developmental assessment in its infancy. In H. Sloss Luey, H. Elliott, & L. Glass (Eds.), Mental health assessment of deaf clients: Special conditions (pp. 233-64). San Francisco: University of California Center on Deafness.
25. Schlesinger, H. S. (1988b). Questions and answers in the development of deaf children. In M. Strong (Ed.), Language, learning, and deafness (pp. 260-91). Cambridge, England: Cambridge University Press.
26. Schlesinger, H. S. (1992). The elusive X factor. In M. Walworth, D. Moores, & T. O'Rourke (Eds.), A free hand: Enfranchising the education of deaf children (pp. 37-64). Silver Spring, MD: T. J. Publishers.
27. Schlesinger, H. S., & Acree, M. C. (1984). Antecedents of achievement and adjustment in deaf adolescents. In G. B. Anderson & D. Watson (Eds.), Habilitation and rehabilitation of deaf adolescents (pp. 48-61). Washington, DC: Gallaudet College Press.
28. Schlesinger, H. S., Acree, M. C., & Van Houten, L. (1989). Cairhi short research version. Unpublished research measure, University of California Center on Deafness, San Francisco.
29. Schlesinger, H. S., & Meadow, K. P. (1972). Sound and sign: Child deafness and mental health. Berkeley: University of California Press.
30. Schlesinger, H. S., & Meadow, K. P. (1976). Emotional support of parents. In D. Lillie, P. Trohanis, & K. Goin (Eds.), Teaching parents to teach: A guide for working with the special child. London: Walker.
31. Taylor, J., & Cross, P. (1986). The adventures of Dudley Dormouse. London: Walker.
32. Teale, W. H. (1984). Reading to young children: Its significance for literacy development. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 110-21). Portsmouth, NH: Heinemann.
33. Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: Massachusetts Institute of Technology Press. (Original work published 1934)
34. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
35. Vygotsky, L. S. (1981). The development of higher forms of attention in childhood. In J. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 189-240). Armonk, NY: M. E. Sharpe. (Original work published 1929)
36. Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-88). Armonk, NY: M. E. Sharpe. (Original work published 1960)
37. Wertsch, J. (1979). From social interaction to higher psychological processes: A clarification and application of Vygotsky's theory. Human Development, 22, 1-22.
38. Wertsch, J. (1984). The zone of proximal development: Some conceptual issues. In B. Rogoff & J. Wertsch (Eds.), Children's learning in the zone of proximal development [Special issue], New Directions for Development, 23, 7-18.
39. Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
40. Wertsch, J., McNamee, G., McLane, J., & Budwig, N. (1980). The adult-child dyad as a problem-solving system.Child Development, 51, 1215-221.
41. Wertsch, J., & Schneider, P. J. (1979). Variations of adults' directives to children in a problem-solving situation. Unpublished manuscript, Northwestern University, Evanston, IL.