ISL-Signing Mothers' Practices for Boosting Hearing-Signing Children's Engagement in Shared Reading
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| Title: | ISL-Signing Mothers' Practices for Boosting Hearing-Signing Children's Engagement in Shared Reading |
|---|---|
| Language: | English |
| Authors: | Orit Fuks |
| Source: | Journal of Deaf Studies and Deaf Education. 2024 29(2):217-229. |
| Availability: | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Deafness, Sign Language, Total Communication, Mothers, Parent Child Relationship, Reading Aloud to Others, Infants, Toddlers, Longitudinal Studies, Case Studies |
| Geographic Terms: | Israel |
| DOI: | 10.1093/deafed/enad060 |
| ISSN: | 1081-4159 1465-7325 |
| Abstract: | This longitudinal multiple-case study research focused on the scaffolding strategies that two Israeli deaf mothers use to boost their young hearing children's engagement in reading interactions. Despite being significant to language learning, few studies have examined the dialogic reading practices of deaf-signing mothers. The study shows that until the age of 22 months, the mothers shared picture books with their children. Between the ages of 12 to 24 months, the mothers used mostly low-demand cognitive prompts and responsive utterances. Between the ages of 24 to 36 months, they used more high-demand prompts (including open-ended questions) and expanded their responses. In line with previous studies, this research demonstrated that the Israeli deaf mothers used the books as a foundation for storytelling and reading conversations. The shared reading provided the mothers with opportunities to model the construction of ISL narratives and language functional behaviors, such as asking questions, describing things or expanding on the text. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1434370 |
| Database: | ERIC |
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| Abstract: | This longitudinal multiple-case study research focused on the scaffolding strategies that two Israeli deaf mothers use to boost their young hearing children's engagement in reading interactions. Despite being significant to language learning, few studies have examined the dialogic reading practices of deaf-signing mothers. The study shows that until the age of 22 months, the mothers shared picture books with their children. Between the ages of 12 to 24 months, the mothers used mostly low-demand cognitive prompts and responsive utterances. Between the ages of 24 to 36 months, they used more high-demand prompts (including open-ended questions) and expanded their responses. In line with previous studies, this research demonstrated that the Israeli deaf mothers used the books as a foundation for storytelling and reading conversations. The shared reading provided the mothers with opportunities to model the construction of ISL narratives and language functional behaviors, such as asking questions, describing things or expanding on the text. |
|---|---|
| ISSN: | 1081-4159 1465-7325 |
| DOI: | 10.1093/deafed/enad060 |
