Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Friendship and literacy through literature

A S Palincsar1, A D Parecki, J C McPhail

  • 1School of Education, University of Michigan, Ann Arbor 49109, USA.

Journal of Learning Disabilities
|October 1, 1995
PubMed
Summary

This study explored thematic literacy instruction for learning disabled students, finding it enhanced intertextuality and conceptions of friendship. Case studies detail specific literacy gains in children.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Social constructivist perspectives on teaching and learning.

Annual review of psychology·2004
Same author

Keeping the metaphor of scaffolding fresh--a response to C. Addison Stone's "The metaphor of scaffolding: its utility for the field of learning disabilities".

Journal of learning disabilities·1998
Same author

Adolescents with learning disabilities: a comparative life-stream interpretation.

Journal of learning disabilities·1993
Same author

Fostering literacy learning in supportive contexts.

Journal of learning disabilities·1992
Same author

Enhancing instructional time through attention to metacognition.

Journal of learning disabilities·1987

Area of Science:

  • Education
  • Special Education
  • Literacy Studies

Background:

  • Holistic and contextualized literacy instruction is crucial for students with learning disabilities.
  • Thematic units can integrate various literacy skills within a meaningful context.
  • Friendship is a relevant and engaging theme for upper-elementary students.

Purpose of the Study:

  • To determine the processes and outcomes of planning thematic literacy instruction.
  • To investigate the effectiveness of a holistic, contextualized approach for students with learning disabilities.
  • To analyze changes in students' understanding of theme and intertextuality.

Main Methods:

  • A 6-week thematic unit on friendship was implemented in an upper-elementary, self-contained special education setting.
  • Instruction included interactive readings, personal writing, retellings, performance, and journal writing.
  • Intertextuality, theme emergence, and conceptual changes were assessed, with case studies of 3 students.

Main Results:

  • Students demonstrated increased use of intertextuality throughout the unit.
  • Theme emerged as a salient feature in the literature explored.
  • Children showed a shift in their conceptions of friendship.
  • Case studies provided in-depth insights into individual literacy development.

Conclusions:

  • Thematic literacy instruction, planned holistically, positively impacts learning disabled students.
  • This approach fosters deeper engagement with literature and enhances conceptual understanding.
  • Intertextuality and thematic comprehension are key outcomes for this student population.

Related Experiment Videos