Dissertation/Thesis Abstract

Meaning-Making Interactions to Co-construct Written Texts between Graduate Student Clinicians (GSCs) and Children with Language and Learning Difficulties (LLD): Two Case Studies
by Kim, Jeonga, Ph.D., University of Louisiana at Lafayette, 2018, 258; 10843889
Abstract (Summary)

The purpose of this study is to identify the complex features of writing intervention of Graduate Student Clinicians (GSCs) for children with Language and Learning Difficulties (LLD) upon the qualitative research paradigm. To do this, verbal and non-verbal interactions, a total of two hours 18 minutes and 44 four seconds and a total of 2,170 turns of the four writing sessions of the two dyads, were video-taped, transcribed, and encoded depending on the contexts, purposes, and strategies.

The complexity in the process of writing by the two dyads was revealed and compared in terms of the activities of turns exchanged and time allocated in the two GSCs’ strategies for writing intervention and the two children’s responses throughout the writing sessions. The findings of this study indicate the two dyads demonstrated two distinct interactional features in verbal and non-verbal behaviors in terms of whether GSCs were concentrated on process or products, and they used different strategies for verbal and non-verbal intervention. The responses of children with LLD revealed in the overall dynamic features of writing sessions were greatly influenced by the GSCs’ verbal and non-verbal strategies.

The child in Dyad One in which GSC-One focused more on implicit and symmetric process-oriented mediations successfully engaged in various writing activities while the child in Dyad Two in which GSC-Two focused on explicit asymmetric product-oriented mediations tended to be confused while less effectively engaged in the verbal and non-verbal interactions. The conclusion was made to emphasize that the transferability of GSCs’ writing interventions strategies into the writing process of children with LLD, and the importance of training future Speech Language Pathologists by allowing them understand their roles in the process rather than the results of writing.

Indexing (document details)
Advisor: Damico, Jack S.
Commitee: Damico, Holly L., Nelson, Ryan L., Roussel, Nancye C.
School: University of Louisiana at Lafayette
Department: Communicative Disorders
School Location: United States -- Louisiana
Source: DAI-B 80/08(E), Dissertation Abstracts International
Subjects: Speech therapy, Early childhood education, Special education
Keywords: Children with learning difficulties, Clinical interaction, Intervention strategies, Literacy, Spoken discourse, Writing
Publication Number: 10843889
ISBN: 978-1-392-04178-9
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