ABSTRACT

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.

摘要

早期研究表明，患有严重言语和身体障碍的 9 至 12 岁学生的阅读和写作发展停滞（SSPI）。本文探讨了五名患有 SSPI 的学生，他们已经超越了初学者阶段，但读写能力发展并未停滞，他们经历了哪些对他们的阅读和写作发展同样重要的经历。研究设计是探索性的和基于案例的。它包含研究人员与参与者的纵向对话，重点关注学生的识字学习经历。使用计算机辅助电子邮件访谈。半结构化访谈手册指导每一次对话。通过使用增强和替代通信（AAC）系统和辅助技术设备，参与者可以独立阅读和写作（按瑞典语字母顺序印刷）。分析揭示了对学生字母印刷读写能力发展非常重要的四个主题：写作和阅读中辅助技术的使用、长期教学关系的连续性、沟通中的相互坚持以及对近期目标和未来工作生活的愿景。结合自我效能和能力方法的理论框架对结果进行了讨论。