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Investigation of the process of improved literacy construction in individuals with poor reading abilities and an identification of language impairment.

机译：对阅读能力较弱的人改善识字能力建设的过程进行调查，并确定语言障碍。

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摘要

Within the field of speech-language pathology increased emphasis has been placed upon the clinician's role in providing literacy services to the impaired individual. However, surprisingly little is known about the nature and process of reading improvement in language-impaired children. This dissertation specifically investigates the process of improved literacy construction in individuals with poor reading abilities and an identification of language-impairment. Through the use of ethnographic methodologies this qualitative investigation of reading improvement reports the findings of a ten-month longitudinal focus upon the reading improvement of three language-impaired children. Analysis of the database resulted in the emergence of ten specific patterns manifested in the participants' behaviors. The first three patterns reflected commonalities shared by all three of the participants at the inception of the study including, a self identification as a struggling reader, negative affective reactions to literacy, and strategically developed adaptations to literacy contexts. The remaining seven patterns appeared over the course of the investigation as the participants received meaning-based intervention focused on constructing meaning from the print and reflected a change in the participants' behaviors. The patterns of change included: a consistent improvement in reading ability over time, different paths to the common outcome of improved reading, a manifestation of transitional skill fluctuation, a steady increase in positive affect, development of more effective strategies, consistent improvement in the addressing of difficult words, and sensitivity to failure. The implications of these findings are significant for the field of speech language pathology. First, this study demonstrates the appropriateness and necessity for applying qualitative methodologies to investigate the complex synergistic meaning-making phenomenon of reading. Second, it is imperative that clinicians begin to recognize and modify clinical practice to account for the uniqueness of each child's trajectory of reading improvement and to embrace the fact that children do improve their authentic reading ability through a focus on meaningfulness.
机译：在言语病理学领域，人们越来越重视临床医生在为残障人士提供扫盲服务方面的作用。然而，令人惊讶的是，对语言障碍儿童的阅读能力的本质和过程知之甚少。本文专门研究了阅读能力较弱的人的识字能力建设和识别语言障碍的过程。通过使用人种志方法学，这项对阅读改善的定性研究报告了三个月语言障碍儿童的阅读改善为期十个月的纵向研究结果。对数据库的分析导致出现了十种特定模式，这些模式体现在参与者的行为中。前三种模式反映了研究开始时所有三名参与者的共同点，包括自我识别为挣扎的读者，对读写能力的负面情感反应以及对读写能力背景的战略性适应。其余的七个模式出现在调查过程中，因为参与者接受了基于意义的干预，重点在于从印刷品中建构意义，并反映了参与者行为的变化。变化的模式包括：随着时间的推移阅读能力的不断提高，阅读能力提高的共同结果的不同途径，过渡技能波动的体现，积极影响的稳定增长，更有效策略的发展，寻址能力的持续提高困难的话，对失败的敏感性。这些发现的意义对于语音语言病理学领域具有重要意义。首先，本研究证明了应用定性方法研究阅读的复杂协同意义生成现象的适当性和必要性。其次，当务之急是临床医生开始认识和修改临床实践，以说明每个孩子的阅读改善轨迹的独特性，并接受这样一个事实，即孩子通过关注有意义性的确可以提高其真实的阅读能力。

著录项

  • 作者

    Nelson, Ryan L.;

  • 作者单位

    University of Louisiana at Lafayette.;

  • 授予单位 University of Louisiana at Lafayette.;
  • 学科 Health Sciences Speech Pathology.;Education Reading.
  • 学位 Ph.D.
  • 年度 2004
  • 页码 322 p.
  • 总页数 322
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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