Qualitative research in literacy acquisition: a framework for investigating reading in children with language impairment.
Although much has been published in the literature concerning literacy in children with language impairments, little is known concerning the process that the individual language-impaired child must go through to become a proficient reader. One reason for this may lie within the focus and rigor dicta...
| Publicado en: | Clinical Linguistics & Phonetics Vol. 20; no. 7/8; pp. 631 - 640 |
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| Autores principales: | , |
| Formato: | case study review Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2006
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106263281&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106263281 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02699206 B6X jtl: Clinical Linguistics & Phonetics issn: 02699206 maglogo: Y pubinfo: dt: Sep2006 vid: 20 iid: 7/8 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 106263281 106263281 2009363423 10.1080/02699200500266760 NLM17056495 106263281 ppf: 631 ppct: 9 formats: fmt: @attributes: type: P tig: atl: Qualitative research in literacy acquisition: a framework for investigating reading in children with language impairment. aug: au: Nelson RL Damico JS affil: Department of Speech-Language Pathology, University of Texas at El Paso, 1101 N. Campbell, El paso, TX 79902; rnelson@utep.edu sug: subj: Language Disorders In Infancy and Childhood Literacy In Infancy and Childhood Qualitative Studies Behavioral Changes Child Ethnographic Research Language Tests Louisiana Male Participant Observation Reading Speech and Language Assessment Treatment Outcomes Validity Videorecording Child: 6-12 years Male ab: Although much has been published in the literature concerning literacy in children with language impairments, little is known concerning the process that the individual language-impaired child must go through to become a proficient reader. One reason for this may lie within the focus and rigor dictated by the methodologies typically used in literacy-related studies. This paper addresses some of the limitations of the available literacy literature among language-impaired populations and discusses how recent advances in qualitative research hold potential for significant methodological and clinical contributions to our understanding of literacy, specifically reading. A case study is presented demonstrating the usefulness of this methodological approach to describing the process of reading acquisition in a language-impaired child. pubtype: Academic Journal doctype: case study review Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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