This study explicates the systematic deployment of several competent, adult-like
practices by a child during word searching in a classroom setting. A wider range of
cases will need to be studied in order to verify the current findings and uncover fresh
strategies, particularly with respect to the interaction between prosody and grammar.
An avenue for further immediate research is to conduct fine-grained analysis of the
adult’s collaborative strategies (compare similar work in aphasia: Oelschlaeger and
Damico, 1998) so that teaching and therapy practices can be further illuminated.
Notes
1 The author would like to thank Juliette Corrin for several insights in this analysis.
2 The author is also indebted to Merle Mahon and an anonymous reviewer for their
valuable comments on earlier drafts.
23
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