Literacy and Language Development Within Microcomputer-Videodisc-Assisted Interactive Contexts

Abstract

During the past decade developmental psycholinguists focused primary attention on the social and interpersonal aspects of children's language. This line of research parallels the recent emphasis on pragmatics and discourse analysis. Some preliminary studies have been conducted on the interactive contexts in which language is learned and on the role of adult input language in the child's communicative development. This article addresses the effects of one type of discourse adjustment —"recasting"— within the context of microcomputer-videodisc-assisted interaention for deaf children acquiring spoken, written, and/or signed language. Theoretical and applied issues related to language, literacy, and discourse development are discussed.

Teaching Reading to Children Who Are Deaf: Do the Conclusions of the National Reading Panel Apply?

“…Educators of deaf students have been interested in the uses of technology in instruction for decades; yet there is little research on instructional interventions. As we discussed earlier, Prinz and colleagues (Prinz, 1991;Prinz at al., 1982;Prinz, Pemberton, et al, 1985) developed a computer software system for improving the sentence writing, vocabulary, and word recognition of deaf children; but we found no continuation of this line of research inquiry beyond 1991. Computer technology provides the capability for simultaneous or successive presentation of written text and ASL graphic representations, and yet we found just one study on this kind of computer use.…”

“…Although the literature is replete with discussions and ideas about the instructional applications of computer technology, we identified just one series of studies in the 1980s and no more recent documented results of effectiveness for vocabulary instruction. Prinz and colleagues (Prinz, 1991;Prinz, Nelson, & Stedt, 1982;Prinz, Pemberton, & Nelson, 1985) developed a computer software system for improving the sentence writing, vocabulary, and word recognition of deaf children. The results showed significant improvement of deaf students between the ages of 2 and 14 years on measures of syntax and vocabulary.…”