Item Details

Encounters in Literacy: Clinical Implications Based on Qualitative Research

Issue: Vol 8 No. 2 (2017) .

Journal: Journal of Interactional Research in Communication Disorders

Subject Areas: Linguistics

DOI: 10.1558/jircd.32303

Abstract:

As clinicians become progressively more oriented toward literacy in disabled populations, it is important to appreciate and understand the complexity of this language based phenomenon. This article acknowledges the role of qualitative research in attempting to understand literacy as a social and linguistic action. Through over five decades of research we demonstrate how evidence from qualitative studies can be employed to discuss the acquisition process, the theoretical basis, and clinical implications of literacy.

Author: Holly L. Damico, Ryan L. Nelson

View Original Web Page

References :

Alexander, P., Graham, S., and Harris, K. (1998). A perspective on strategy research: Progress and products. Educational Psychology Review, 10: 129–154. https://doi.org/10.1023/A:1022185502996

Atwell, N. (1987). In the Middle: Reading, Writing, and Learning with Adolescences. Portsmouth, NH: Boynton-Cook.

Avery, C. S. (2002). … and with a Light Touch. Learning about Reading, Writing, and Teaching with First Graders. Portsmouth, NH: Heinemann.

Baker, L., Scher, D., and Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32 (2): 69–82. https://doi.org/10.1207/s15326985ep3202_2

Berlin, J. A., and Inkster, R. P. (1980). Current-traditional rhetoric: Paradigm and practice. Freshman English News, 8 (Winter): 1–4, 13–14.

Bissex, G. (1980). Gnys at Wrk: A Child Learns to Write and Read. Cambridge, MA: Harvard University Press.

Bus, A. G. (2003). Joint caregiver-child storybook reading: A route to literacy development. In S. B. Neuman and D. K. Dickinson (Eds), Handbook of Early Literacy Research, 179–191. New York: The Guilford Press.

Cambourne, B. (1988). The Whole Story. Natural Learning and the Acquisition of Literacy in the Classroom. Auckland, NZ: Ashton Scholastic.

Cambourne, B. (2002). Conditions for literacy learning. Is learning natural? The Reading Teacher, 55: 758–762.

Chapey, R., Duchan, J., Elman, R., Garcia, L., Kagan, A., Lyon, J., and Simmons-Mackie, N. (1994). Life participation approach to aphasia: A statement of values for the future. In R. Chapey (Ed.), Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders, 235–246. Baltimore, MD: Williams and Wilkins.

Chomsky, C. (1971). Invented spelling in the open classroom. Word, 27, 499–518. https://doi.org/10.1080/00437956.1971.11435643

Clark, M. M. (1976). Young Fluent Readers. London: Heinemann.

Clay, M. M. (1966). Emergent Reading Behaviour. (Ph.D. Dissertation), University of Auckland, Auckland, NZ.

Clay, M. M. (1979). Reading: A Patterning of Complex Behavior. Auckland, NZ: Heinemann.

Clay, M. M. (1985). The Early Detection of Reading Difficulties (3rd ed.). Portsmouth, NH: Heinemann.

Clay, M. M. (2001). Change Over Time in Children’s Literacy Development. Portsmouth, NH: Heinemann.

Coles, G. (2000). Misreading Reading. The Bad Science that Hurts Children. Portsmouth, NH: Heinemann.

Cox, B. E., Fang, Z., and Otto, B. W. (1997). Preschoolers’ developing ownership of the literate register. Reading Research Quarterly, 32 (1): 34–53. https://doi.org/10.1598/RRQ.32.1.3

Cruice, M., Worrall, L. E., and Hickson, L. (2006). Quantifying aphasic people’s social lives in the context of non-aphasic peers. Aphasiology, 20: 1210–1225. https://doi.org/10.1080/02687030600790136

Daiute, C. (1981). Psycholinguistic foundations of the writing process. Research in the Teaching of English, 15: 5–22.

Damico, H. L. (2012). An Investigation of the Process of Meaning Construction in the Writing Behaviors of Children with Language Disorders. University of Louisiana at Lafayette, Lafayette, LA.

Damico, J. S., and Nelson, R. L. (2010). Reading and reading impairments. In J. S. Damico, N. Müller, and M. J. Ball (Eds), The Handbook of Language and Speech Disorders, 267–295. Chichester: Wiley-Blackwell Publishers. https://doi.org/10.1002/9781444318975.ch12

Davenport, D. and Jones, J. M. (2005). The politics of literacy. Policy Review (April and May): 45–57.

Dooley, C. M. and Matthews, M. W. (2009). Emergent comprehension: Understanding comprehension development among young literacy learners. Journal of Early Childhood Literacy, 9: 269–294. https://doi.org/10.1177/1468798409345110

Durst, R. K. and Newell, G. E. (1989). The uses of function: James Britton’s category system and research on writing. Review of Educational Research, 59: 375–394. https://doi.org/10.3102/00346543059004375

Elley, W. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24: 174–187. https://doi.org/10.2307/747863

Fennacy, J. (1998). Becoming readers and writers over time. In C. Weaver (Ed.), Practicing What we Know: Informed Reading Instruction, 462–478. Urbana, IL: National Council of Teachers of English.

Ferreiro, E. and Teberosky, A. (1979). Literacy Before Schooling. Portsmouth, NH: Heinemann.

Fulwiler, T. (1986). The personal connection: Journal writing across the curriculum. In T. Fulwiler and A. Young (Eds), Language Connections: Writing and Reading Across the Curriculum, 15–31. Urbana, IL: National Council of Teachers of English.

Geekie, P., Cambourne, B., and Fitzsimmons, P. (1999). Understanding Literacy Development. Stoke on Trent: Trentham Books.

Geertz, C. (1973). The Interpretation of Cultures. New York: Basic Books.

Gentry, J. R. (1982). An analysis of developmental spelling in GNYS AT WRK. The Reading Teacher, 36: 192–200.

Gillam, S. L. and Gillam, R. B. (2006). Making evidence-based decisions about child language intervention in schools. Language, Speech and Hearing Services in Schools, 37: 304–315. https://doi.org/10.1044/0161-1461(2006/035)

Goelman, H., Oberg, A., and Smith, F. (Eds). (1984). Awakening to Literacy. Portsmouth, NH: Heinemann Educational Books.

Goodman, K. S. (1965). A linguistic study of cues and miscues in reading. Elementary English, 42 (6): 639–643.

Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of the Reading Specialist, 6 (4): 126–135. https://doi.org/10.1080/19388076709556976

Goodman, K. S. (1969). Analysis of reading miscues: Applied Psycholinguistics. Reading Research Quarterly, 5 (1): 9–30. https://doi.org/10.2307/747158
Goodman, K. S. (1994). Reading, writing, and written texts: A transactional sociopsycholinguistic view. In R. B. Ruddell, M. R. Ruddell, and H. Singer (Eds), Theoretical Models and Processes of Reading (4th ed.), 1093–1130. Newark, DE: International Reading Association.

Goodman, K. S. (2008). Miscue analysis as scientific realism. In A. D. Flurkey, E. J. Paulson, and K. S. Goodman (Eds), Scientific Realism in Studies of Reading, 7–21. New York: Lawrence Erlbaum Associates.

Goodman, K. S. and Burke, C. L. (1983). Theoretically Based Studies of Patterns of Miscues in Oral Reading Performance. Retrieved from Washington, DC: Bureau of Research, Office of Education, U.S. Dept. of Health, Education and Welfare.

Goodman, K. S., Fries, P. H., and Strauss, S. L. (2016). Reading: The Grand Illusion. How and Why People Make Sense of Print. New York: Routledge.

Goswami, U. (1986). Children’s use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 73–83. https://doi.org/10.1016/0022-0965(86)90016-0

Graves, D. H. and Sunstein, B. S. (1992). Portfolio Portraits. Portsmouth, NH: Heinemann.

Harste, J., Woodward, V., and Burke, C. L. (1984). Language Stories and Literacy Lessons. Exeter, NH: Heinemann.

Holdaway, D. (1979). The Foundations of Literacy. Sydney: Ashton Scholastic.

Huey, B. (1908). The Psychology and Pedagogy of Reading. New York: The Macmillan Company.

Kliewer, C. (2008). Joining the literacy flow: Fostering symbol and written language learning in young children with significant developmental disabilities through the four currents of literacy. Research and Practice for Persons with Severe Disabilities, 33: 103–121. https://doi.org/10.2511/rpsd.33.3.103

Knollman-Porter, K., Wallace, S. E., Hux, K., Brown, J., and Long, C. (2015). Reading experiences and use of supports by people with chronic aphasia. Aphasiology, 29: 1448–1472. https://doi.org/10.1080/02687038.2015.1041093

Laminack, L. (1990). ‘Possibilities, Daddy, I think it says possibilities’: A father’s journal of the emergence of literacy. The Reading Teacher, 43: 536–540.

Loban, W. (1976). Language Development: K-12. Urbana, IL: National Council of Teachers of English.

Lynch, K. E., Damico, J. S., Abendroth, K. A., and Nelson, R. (2013). Reading performance subsequent to aphasia: Strategies applied during authentic reading. Aphasiology, 27: 723–739. https://doi.org/10.1080/02687038.2012.748182

Maxwell, J. A. (2012). A Realist Approach for Qualitative Research. Thousand Oaks, CA: Sage.

Nelson, R. L. (2004). Investigation of the Process of Improved Literacy Construction in Individuals with Poor Reading Abilities and an Identification of Language Impairment (Ph.D.), University of Louisiana at Lafayette Lafayette, LA.

Obregon, A. G. (2002). Landscapes of Competence: A Case Study of Literacy Practices and Processes in the Life of a Man with Aphasia. (Doctor of Philosophy), The University of Arizona.

Obregon, A. G. (2008). Reimagining literacy competence: A sociopsycholinguistic view of reading in aphasia. In A. D. Flurkey, E. J. Paulson, and K. Goodman (Eds), Scientific Realism in Studies of Reading, 85–108. New York: Lawrence Erlbaum Associates.

Oldfather, P. and Dahl, K. (1994). Toward a social constructivist reconceptualization of intrinsic motivation for literacy learning. Journal of Reading Behavior, 26: 139–158. https://doi.org/10.1080/10862969409547843

Paris, S. G., Wasik, B. A., and Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. Mosenthal, and P. D. Pearson (Eds), Handbook of Reading Research (Vol. 2), 609–640. White Plains, NY: Longman.

Parr, S. (1991). Aphasia and literacy: An ethnological approach to the assessment of reading and writing. Journal of Neurolinguistics, 6: 213–226. https://doi.org/10.1016/0911-6044(91)90008-7

Parr, S. (1992). Everyday reading and writing practices of normal adults – Implications for aphasia assessment. Aphasiology, 6 (3): 273–283. https://doi.org/10.1080/02687039208248597

Parr, S. (1995). Everyday reading and writing in aphasia: Role change and the influence of pre-morbid literacy practice. Aphasiology, 9: 223–238. https://doi.org/10.1080/02687039508248197

Pressley, M., Almasi, J., Schuder, T., Bergman, J., and Kurita, J. A. (1994). Transactional instruction of comprehension strategies: The Montgomery County Maryland SAIL program. Reading and Writing Quarterly, 10: 5–19. https://doi.org/10.1080/1057356940100102

Read, C. (1975). Children’s Categorization of Speech Sounds in English. Urbana, IL: National Council of Teachers of English.

Rogoff, B. and Toma, C. (1997). Shared thinking: Community and institutional variations.
Discourse Processes, 23, 471–497. https://doi.org/10.1080/01638539709545000
Rosenblatt, L. (1978). The Reader, the Text, the Poem: The Transactional Theory of the
Literary Work. Carbondale, IL: Southern Illinois University Press.
Routman, R. (2003). Reading Essentials. The Specifics You Need to Teach Reading Well.
Portsmouth, NH: Heinemann.

Routman, R. (2005). Writing Essentials. Raising Expectations and Results while Simplifing Teaching. Portsmouth, NH: Heinemann.

Smith, F. (1977). Making sense of reading – and of reading instruction. Harvard Educational Review, 47 (3): 386–395. https://doi.org/10.17763/haer.47.3.3508w0540gug23q5

Smith, F. (2004). Understanding Reading. A Psycholinguistic Analysis of Reading and
Learning to Read (6th ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

Smith, F. (2006). Reading Without Nonsense (4th ed.). New York: Teachers College Press.

Sulzby, E. (1988). A study of children’s early reading development. In A. D. Pellegrini (Ed.), Psychological Bases of Early Education, 39–75. Chichester: Wiley.

Taylor, D. (1983). Family Literacy: Young Children Learning to Read and Write. Portsmouth, NH: Heinemann.

Teale, W. H. (1982). Toward a theory of how children learn to read and write naturally. Language Arts, 59: 555–570.

Teale, W. H. and Sulzby, E. (Eds). (1986). Emergent Literacy: Writing and Reading. Norwood, NJ: Ablex.

Trelease, J. (2001). The Read-aloud Handbook (5th ed.). New York: Penguin Books.

Ulichny, P. and Watson-Gegeo, K. A. (1989). Interactions and authority: The dominant interpretitve framework in writing conferences. Discourse Processes, 12: 309–328. https://doi.org/10.1080/01638538909544733

Venn, E. C. and Jahn, M. D. (2004). Teaching and Learning in Preschool: Using Individually Appropriate Practices in Early Childhood Literacy Instruction. Newark, DE: International Reading Association.

Waterland, L. (1985). Read with Me: An Apprenticeship Approach to Reading. Stroud, Gloucester: The Thimble Press.

Weaver, C. (1990). Understanding Whole Language: From Principles to Practice. Portsmouth, NH: Heinemann.

Wells, G. (1990). Talk about text: Where literacy is learned and taught. Curriculum Inquiry, 20: 369–405. https://doi.org/10.1080/03626784.1990.11076083