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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
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.
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.