Mother-Child Storybook-telling to Kindergartners with Hearing Impairment Enrolled in Two Educational Systems, in Comparison with Kindergartners with Normal Hearing.

We investigated the mediation profile of maternal storybook-telling to kindergartners with hearing impairment in two educational settings: group (N = 15) and individual (N = 15) inclusion. The results were then compared with the mediation profile of mothers of hearing children. The mothers were videotaped while telling their child a wordless book. The manner of the interaction was analyzed with regard to the following mediation aspects: dialogic reading, language complexity, questions, social praises and manual illustrations. The findings revealed that mothers of children with hearing impairment in individual inclusion were the most active during the interactions. Mothers of normal hearing children used more complex sentences and asked more open questions when compared to mothers of children with hearing impairment.