One deaf child’s developing literacy from the age of two to the age of five is described as it shapes and is shaped by adult scaffolding. Literacy activities taped once a month over the three years were analyzed for (1) type of activity, (2) adult strategies to engage and support the child in gaining literacy, (3) strategies used by the child to engage and seek adult support, and (4) cohesive devices used in the adult-child dialogue.
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Akamatsu et al. (1993) studied this question.