Experiences about Reading and Writing Development Narrated by Students with Severe Speech and Physical Impairment

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.

“One Day, Will This be also My Land Where I Belong?”: A Narrative Participative Study with a Young Woman’s Experiences of Reading and Writing Development, Having Severe Speech and Physical Impairment

“…This evidence was found both in Louisa's narrative about her years of literacy development in preschool, elementary school, senior high school, and beyond, and in the literature (see further 'local understanding' and 'literate citizenship' [3]). The learning communities of preschool and school have these potential possibilities with long-term relationships between the child and his/her peers, teachers, and aids [49]. In summarizing, the importance of lifelong identity building, functional assistive technology at school and home, communicative relationships, creative expressions and long-term hopes, goals, and dreams, stand out in Louisa's narrative, as well as in the more participative studies [26,34].…”

“…An area of concern in both writing and reading Swedish, showed to be frequent multiple consonant combinations and clusters according to Louisa. Experiences from other participants suggest that in Swedish it is also critical to learn to analyze and divide long words into their prefix, suffix, and the root of the word [49]. These needs can be discovered through using whatever literacy skills the learner has reached in meaningful communication.…”

My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats

“…The problems may be due to both intrinsic and extrinsic underlying factors such as difficulties with working memory (Slattery et al, 2021), language comprehension and word recognition (Tunmer & Hoover, 2019), speech (Dahlgren Sandberg, 2006) and exposure to literacy and high-quality teaching (Light & Smith, 1993). There are a few studies exploring the perspectives of students with intellectual disabilities and communication difficulties on their own reading and writing abilities (Atterström et al, 2021;Myers, 2007). Atterström et al (2021) conducted a computer-assisted e-mail interview with five students who had severe speech and physical impairments to understand their perspectives on the most crucial factors for learning to read and write.…”

“…There are a few studies exploring the perspectives of students with intellectual disabilities and communication difficulties on their own reading and writing abilities (Atterström et al, 2021; Myers, 2007). Atterström et al (2021) conducted a computer‐assisted e‐mail interview with five students who had severe speech and physical impairments to understand their perspectives on the most crucial factors for learning to read and write. The students highlighted the importance of consistent access to the same AAC device and support from experienced staff.…”