Using Case Studies to Explore the Literacy Development of Children with Learning Disabilities For 4 years, my colleagues and I have been involved in the design and development of case studies of young children, identified as learning disabled, engaging in literacy activities. As is often true of case study research, there were multiple purposes for these case studies (Stake, 1994), and the ... Article
Article  |   April 01, 1997
Using Case Studies to Explore the Literacy Development of Children with Learning Disabilities
Author Affiliations & Notes
  • Annemarie Sullivan Palincsar
    Literacy, Language, and Learning Disabilities Program University of Michigan
Article Information
Articles
Article   |   April 01, 1997
Using Case Studies to Explore the Literacy Development of Children with Learning Disabilities
SIG 1 Perspectives on Language Learning and Education, April 1997, Vol. 4, 22-24. doi:10.1044/lle4.1.22
SIG 1 Perspectives on Language Learning and Education, April 1997, Vol. 4, 22-24. doi:10.1044/lle4.1.22
For 4 years, my colleagues and I have been involved in the design and development of case studies of young children, identified as learning disabled, engaging in literacy activities. As is often true of case study research, there were multiple purposes for these case studies (Stake, 1994), and the process of constructing them was clearly as important to our research as were the final cases selected. First, we were interested in examining how these children made sense of their school-based literacy experiences. Second, we were interested in exploring the usefulness of cognitive, developmental, and sociocultural perspectives in modifying the contexts in which these students engaged in literacy learning. For this purpose, our case studies were an important dimension of a dialectical process of theory testing and theory building. Finally, we were interested in exploring how we might characterize the literacy development of these children by looking across the cases.
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