This study examines the case of one Canadian family with a child with a learning disability to better understand ways in which social and cultural interactions enable multiple literacies to be constructed and to exist within many settings. It considers how three contextual factors, self-motivation, expectations, and medical conditions, affect the childs literacy. Using an ethnographic case study methodology, this study explores and analyzes the familys literacy events (observable episodes in which literacy has a role) and literacy practices (what people do with literacy). Key findings include identifying ten sociotextual domains of literacy the family employs; the most prevalent are school-based, entertainment, and social cohesion. These ten domains show how the family works together to build literacy for many purposes, such as individual, social, or interpersonal. This study also presents data suggesting parental influence, specialized support, and home/school relationship may affect the construction of literacy for children with learning disabilities.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/1448 |
| Date | 11 1900 |
| Creators | Filipek, Jacqueline |
| Contributors | Blair, Heather (Elementary Education), Blair, Heather (Elementary Education), McClay, Jill (Elementary Education), Iveson, Margaret (Secondary Education) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 598129 bytes, application/pdf |
Page generated in 0.0021 seconds