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Göteborgs universitets publikationer

Literacy ability in children with severe speech impairments, a cross-linguistic perspective

Författare och institution:
Annika Dahlgren Sandberg (Psykologiska institutionen)
Publicerad i:
In S. von Tetzchner & M.H. Jensen (Eds.) Perspectives on theory and practice in augmentative and alternative communication. Toronto: International Society for Augmentative and Alternative Communication,
Artikel, övrig vetenskaplig
Sammanfattning (abstract):
Studies that focus upon differences between logographic and alphabetic orthographies are of importance to the field of literacy acquisition in children with severe speech impairments. It is reasonable to believe that the characteristics of the writing system the children are learning also affect reading and spelling acquisition in these children. Further, taking into consideration the difficulties the children with speech impairments meet in developing reading and spelling skills it is also possible that the differences found during literacy acquisition between vocal and nonvocal children would be less pronounced in a language where alphabetic coding is of small use at the early stages of reading and spelling, as is the case for English, given that the children rely on other strategies than the alphabetic in learning to read and spell and more so in more transparent orthographies. Questions regarding the impact of phonological abilities, the role of WM and the strategies used in literacy acquisition still persist. Cross-linguistic studies could be of help in understanding the difficulties that the children with severe speech impairments demonstrate. Such studies might also help us find other routes to reading and spelling than the alphabetic.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Cross-linguistic, literacy abilities, severe speech and physical impairments
Postens nummer:
Posten skapad:
2008-06-03 08:49
Posten ändrad:
2008-06-03 08:56

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