Providing an orientation basis for a young blind reader’s structuring interaction with expository texts
<em><span style="font-family: Times-Italic; font-size: small;"><span style="font-family: Times-Italic; font-size: small;"><p align="left">The interventional case-study presented in this report was intended to explore how the use of a</p><...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
The Outlines Association
2010-06-01
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| Series: | Outlines |
| Subjects: | |
| Online Access: | http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/2843 |
| Summary: | <em><span style="font-family: Times-Italic; font-size: small;"><span style="font-family: Times-Italic; font-size: small;"><p align="left">The interventional case-study presented in this report was intended to explore how the use of a</p><p align="left">conceptual meta-model representing coherent and conceptual relations commonly appearing in</p><p align="left">expository texts helped a blind reader to use structuring strategies in reading them. The</p><p align="left">instructional approach designed and tested in the study was based on the key elements of the</p><p align="left">theory of planned stage-by-stage formation of mental acts and concepts (PSFMAC), introduced by</p><p align="left">Galperin, and also drew on contemporary approaches in reading comprehension interventions.</p><p align="left">The participant of the study was a 17-year-old, blind man with semantic and syntactic disorders in</p><p align="left">his early language development. The results of the study indicate that the use of the developed</p><p align="left">conceptual meta-model appeared to considerably affect his strategies in structuring the expository</p><p align="left">text content. During the intervention, the participant started more accurately to take account of</p><p align="left">some frequent coherent and conceptual, particularly causal, relations that he was previously</p><p align="left">prone to ignore. He also started more actively to use external speech while reading. The results</p><p align="left">provide evidence that the developed conceptual meta-model can serve as an external organizer</p><p>helping a blind reader to actively structure text content.</p></span></span></em> |
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| ISSN: | 1399-5510 1904-0210 |