Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment
Jönköping University, Högskolan för lärande och kommunikation.ORCID-id: 0000-0003-1148-7945
Jönköping University, Högskolan för lärande och kommunikation. Department of Pedagogy and Learning, Linnéuniversitetet Humaniora och Samhällsvetenskap, Växjö, Sweden.ORCID-id: 0000-0001-8598-3365
Jönköping University, Högskolan för lärande och kommunikation, HLK, Ämnesforskning.
Department of Education and Special/Inclusive education, Göteborgs Universitet, Göteborg, Sweden.
2023 (Engelska)Ingår i: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346X, Vol. 70, nr 6, s. 1101-1119Artikel i tidskrift (Refereegranskat) Published
Hållbar utveckling
0. Hållbar utveckling, 4. God utbildning
Abstract [en]

Earlier research shows an arrest in reading and writing development among 9–12-year-old students with severe speech and physical impairment, SSPI. This article explores what five students with SSPI who have reached beyond beginner’s phase without arrest in their literacy development have experienced as significant for their reading and writing development. The research design was explorative and case based. It contained researcher–participant longitudinal dialogues focusing on the students’ experiences of literacy learning. Computer assisted email interviews were used. A semi-structured interview manual guided each dialogue. With the use of augmentative and alternative communication (AAC) systems and assistive technology devices, the participants could read and write (with alphabetical print in Swedish) independently. The analysis revealed four themes of great importance for the students’ development of alphabetical print literacy skills: assistive technology use in writing and reading, continuity in long-term pedagogical relationships, mutual persistence in communication, and visions of nearer goals and future work life. The results are discussed in relation to the theoretical frameworks of self-efficacy and the capability approach.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2023. Vol. 70, nr 6, s. 1101-1119
Nyckelord [en]
Augmentative and alternative communication communication (AAC), capability approach, reading, self-efficacy, severe speech and physical impairment (SSPI), writing
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
URN: urn:nbn:se:hj:diva-54202DOI: 10.1080/1034912X.2021.1940880ISI: 000675284900001Scopus ID: 2-s2.0-85111111978Lokalt ID: HOA;;757047OAI: oai:DiVA.org:hj-54202DiVA, id: diva2:1584369
Forskningsfinansiär
Stiftelsen Clas Groschinskys MinnesfondStiftelsen Folke Bernadottes minnesfondTillgänglig från: 2021-08-11 Skapad: 2021-08-11 Senast uppdaterad: 2023-09-04Bibliografiskt granskad

Open Access i DiVA

Fulltext saknas i DiVA

Övriga länkar

Förlagets fulltextScopus

Person

Atterström, AndreaMalmqvist, JohanAnderberg, Elsie

Sök vidare i DiVA

Av författaren/redaktören
Atterström, AndreaMalmqvist, JohanAnderberg, Elsie
Av organisationen
Högskolan för lärande och kommunikationHLK, Ämnesforskning
I samma tidskrift
International journal of disability, development and education
Utbildningsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetricpoäng

doi
urn-nbn
Totalt: 129 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf