Dissertation/Thesis Abstract

The Enculturation of Graduate Communication Disorder Students into Literacy as an Area of Clinical Education
by Reese, Pam Britton, Ph.D., University of Louisiana at Lafayette, 2013, 415; 3615295
Abstract (Summary)

Graduate students in Communication Disorders were found to become enculturated in the use of a specific literacy strategy to help struggling young readers. Supervisors used four transmission modes: modeling, feedback, collaboration and humor as symbolic channels to transmit knowledge and actions (defined as mechanisms) that were needed for the enculturation process. Mechanisms included negotiating power, linking classroom to the clinic, employing reflection, planning, extending thinking, using contrastiveness, verification, affiliating, making positive acknowledgements, employing cognitive dissonance, highlighting, using recurrency, explicit contextualizing, and employing independence. Situated learning experience was also identified as a necessary aspect of enculturation. Powerful mechanisms for struggling students were identified as reflection, employing cognitive dissonance and peer sharing (employing independence).

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Indexing (document details)
Advisor: Damico, Jack S.
Commitee: Damico, Holly, Lynch, Karen, Nelson, Ryan, Oxley, Judith
School: University of Louisiana at Lafayette
Department: Communicative Disorders
School Location: United States -- Louisiana
Source: DAI-A 75/07(E), Dissertation Abstracts International
Subjects: Educational psychology, Special education, Literacy, Reading instruction, Language, Higher education
Keywords: Communication disorders, Enculturation, Graduate students, Literacy instruction, Speech and hearing
Publication Number: 3615295
ISBN: 978-1-303-81192-0
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