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.
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