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Maternal questions while reading to deaf and hearing twins: a case study.
1Deaf and Hard of Hearing Program, Illinois State University, Normal.
American Annals of the Deaf
|July 1, 1990
Summary
Mothers asked fewer questions and different types of questions to their deaf twin compared to their hearing twin during storybook reading. This highlights disparities in language interaction for deaf children.
Area of Science:
- Child Development
- Linguistics
- Deaf Education
Background:
- Storybook reading is crucial for early language development.
- Mothers' questioning strategies can significantly impact a child's learning.
- Understanding these strategies is vital for supporting children with hearing impairments.
Observation:
- A mother read storybooks to her 3-year-old twin daughters, one hearing and one deaf.
- The study analyzed the frequency and types of questions asked during three reading sessions.
- Differences in questioning patterns between the two twins were recorded.
Findings:
- Mothers asked nearly twice as many questions to the hearing twin versus the deaf twin.
- Question types differed, with conventional test questions dominating for the hearing twin.
- Questions for the deaf twin, while functionally similar, were in novel forms.
Implications:
- This suggests potential differences in the quality of language input for deaf children during shared reading.
- Further research is needed to explore effective questioning techniques for deaf children.
- Interventions may be necessary to ensure equitable language exposure for deaf and hard-of-hearing children.