ABSTRACT
When an adult converses with a child they frequently adapt the way they communicate to accommodate the language skills and understanding of the child. For example, the adult's sentences are simplified whereas the child's phrases may be repeated back to the child in elaborated form. The adult may slow down his usual speech rate, use simpler words and exaggerate stress and intonation. Adults do this without thinking because it is part of our nature. However, these strategies to encourage conversation and understanding may be underused in education, where they are especially important for learners with speech and communication difficulties.
Children are typically engaged when they are motivated and understand the meaning and purpose of the social dynamic (a conversation, or shared event or activity). When a child does not understand the meaning behind messages and events in the situation, the activity needs to be clarified and/or simplified.
(Quill 1997)