Abstract

This longitudinal study presents the communication techniques utilized by teachers interacting with four hearing impaired preschool children. Analysis of the interactions revealed that teachers relied extensively upon three techniques: label/model, extension and correction. The infrequent use of techniques such as expansion, completion, reinforcement, repetition and simple expatiation, which provide a richer language environment, is discussed. The implications of the use of linguistically restrictive techniques upon the language of young hearing impaired children are also discussed.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 227-231
Launched on MUSE
2013-04-22
Open Access
No
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