Mother-child interaction with preschool language-delayed children: Structuring conversations

Moseley, Mary

doi:10.1016/0021-9924(90)90022-q

Cited by 14 publications

(6 citation statements)

References 11 publications

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“…1983; Dale et al. 1987; Moseley 1990). Studies have shown that parents of children with language learning difficulties tend to use a more controlling and directive way of communicating than parents of children without these difficulties (McDonald & Pien 1982; Tiegerman & Siperstein 1984; Konstantareas et al.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…the way caregivers meet the needs of their children as well as the reci-procity of the interaction. When analysing the way parents talk to their children, two main patterns have been distinguished; a more adult-centred and directive style and a mainly child-centred and supportive style (Hoff-Ginsberg & Schatz 1982;Barnes et al 1983;Dale et al 1987;Moseley 1990). Studies have shown that parents of children with language learning difficulties tend to use a more controlling and directive way of communicating than parents of children without these difficulties (McDonald & Pien 1982;Tiegerman & Siperstein 1984;Konstantareas et al 1988).…”

Section: Caregiver's Communicative Stylesmentioning

confidence: 99%

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A psychosocial follow‐up study of deaf preschool children using cochlear implants

Preisler

Tvingstedt

Ahlström

2002

Child

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The aim of the study was to explore patterns of communication between 22 children with cochlear implants (CI) and their parents, teachers and peers in natural interactions over a 2-year period. The children, between 2 and 5 years old when implanted, had used the implant between 1 and 3.5 years at the end of the study. Analyses of videorecorded interactions showed that meaningful oral communication was more easily obtained in the home setting than in the preschool setting. Patterns of communication between parent-child, content and complexity of dialogues, quality of peer interactions, communicative styles of adults, and the use of sign language in communication turned out to be important factors when explaining the result of the CI on the individual child's development. The children with the best oral skills were also good signers.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Caregiver's Communicative Stylesmentioning

confidence: 99%

A psychosocial follow‐up study of deaf preschool children using cochlear implants

Preisler

Tvingstedt

Ahlström

2002

Child

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“…In this study, it appears that the ‘information exchange’ of Factor B, parent and child discussing opinions with each other , could help parents overcome the Matthew Effect and promote the language development of hearing-impaired children. One possible reason for this is that meaning-sharing in information exchange helps maintain children's joint attention (Moseley, 1990), which further expedites their language development. The other five factors, though commonly used in SBR, were more strategy-oriented, with little talk regarding meaning.…”

Section: Discussionmentioning

confidence: 99%

Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading

Chan¹

2023

Child Language Teaching and Therapy

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The present study aimed to explore the specific components of home literacy resources (HLR) and parental behaviours during shared book reading (SBR) that may contribute to the language development of Chinese-speaking hearing-impaired children. A total of 90 Chinese-speaking hearing-impaired children aged 3 to 6 years, along with their parents, participated in this study. Following the design of previous studies, we required the parents to complete a questionnaire regarding HLR and parental SBR behaviours, and their hearing-impaired children received a standardised language test. The results showed that such HLR components as storybook capacity at home, weekly frequency of SBR, duration per SBR session, starting age of SBR, and the parental SBR behaviour, parent and child discussing opinions with each other, could significantly account for an additional portion of the variance in children's receptive, expressive, and overall language beyond the demographic variables. It is thus recommended that clinicians share this evidence-based information with parents who have hearing-impaired children to help their children develop language to their fullest potential.

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“…En ce qui concerne l'étayage parental avec des enfants dysphasiques, les différentes études ont abouti à des résultats contradictoires. Certains auteurs considèrent que cet étayage est différent de celui avec des enfants toutvenant (Bondurant et al, 1983;Piérart, 1990;Moseley, 1990;Nelson et al, 1995;Conti-Ramsden et al, 1995;Piérart & Leclercq, 2005), alors que d'autres affirment le contraire (Rondal, 1983;Conti-Ramsden & Friel-Patti, 1983et 1984Conti-Ramsden, 1990;Whitehurst et al, 1988;Rescorla & Fechnay, 1996). Cette contradiction serait liée à des aspects méthodologiques (variation de l'appariement des enfants dysphasiques avec des enfants toutvenant soit selon l'âge verbal, soit selon l'âge chronologique) et à des niveaux différents d'analyse de l'étayage (niveau structural et/ou pragmatique) (McTear & Comti-Ramsden, 1996).…”

Section: Introductionunclassified

Diversité des étayages des mères d'enfants tout-venant et dysphasiques dans deux situations d'interaction

Ingold¹,

Gendre²,

Rezzonico³

et al. 2008

TRANEL

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The aim of the present article was to investigate the characteristics of maternal scaffolding strategies to children with SLI as compared to normally developing children matched on age and to younger control children. Mother-child dyads were observed in two situations varying in terms of type of discursive activity: a guessing game and the reading of a picture book without text. Two types of scaffolding strategies were distinguished: linguistic (focusing on language support) and cognitive (focusing on task execution support). Results indicated qualitative and quantitative differences in the use of scaffolding strategies by mothers of SLI children. Indeed, they produced significantly more linguistic scaffolding strategies than mothers of normally developing and younger control children in both situations. As far as cognitive scaffolding was concerned, similarities and differences were observed between mothers of SLI children and mothers of normally developing and younger control children.

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Mother-child interaction with preschool language-delayed children: Structuring conversations

Cited by 14 publications

References 11 publications

A psychosocial follow‐up study of deaf preschool children using cochlear implants

A psychosocial follow‐up study of deaf preschool children using cochlear implants

Language development of Chinese-speaking hearing-impaired children: The roles of home literacy resources and shared book reading

Diversité des étayages des mères d'enfants tout-venant et dysphasiques dans deux situations d'interaction

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