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On the importance of theory in creating a practice for literacy teaching: A learning study in a special school for children with intellectual disability
Stockholm University, Faculty of Social Sciences, Department of Special Education.ORCID iD: 0000-0001-9769-064X
2015 (English)In: World Association of Lesson Studies (WALS) International Conference: Lesson study for improvement of classroom quality, Thailand: KhonKaen University , 2015Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper is based on a Learning study, conducted in särskolan, a Swedish school for children with intellectual disability, Previous research (Berthén, 2007; Reichenberg, 2012; 2013) and a report from the Swedish Schools Inspectorate (2010) indicate that students in särskolan are not given adequate opportunities to participate in meaningful literacy learning in social interaction with teachers and peers. The aim of this study was to design, implement and analyze lessons, focusing the capability to distinguish between the concepts of word and letter in connected text. Another interest was to investigate whether analyzes of research lessons, planned by teachers and researcher together, might support further attention to students opportunities to learn subject-specific competences within the field of literacy. A sociocultural framework (Vygotskij, 1978) along with variation theory (Marton& Pang, 2006; Runesson, 2006) and a subject-specific theory of reading and writing instruction (Clay, 1991) were used in order to design, analyze and revise a series of three lessons, following the method of Learning study. The notion of learning in this Learning study can be described both in terms of changing participation in a social practice and being able to discern certain aspects of the object of learning, as a result of the complementary theoretical framework being used. As the study progressed, the critical aspects were slightly developed and refined. The object of learning did not change fundamentally between lessons, but the critical aspects were specified by an abductive process, where theories were used to understand practice. The joint analyzes of the lessons meant a renegotiation of the design, through a repeated theoretical screening of empirical data. Results show that teachers’ theoretical understanding of the object of learning is crucial in order to make learning of the intended object of learning possible. Access to the object of learning depended on how critical aspects of the object of learning were made visible in the lessons and how the students were offered opportunities to participate in relation to this. variation, and participation, in joint interaction were regarded as mutually related and as constituting each other throughout the learning process.

Place, publisher, year, edition, pages
Thailand: KhonKaen University , 2015.
Keywords [en]
collaborative research, developmental disabilities, emergent literacy, intellectual disability, learning disability, learning study, literacy instruction, teaching, reading and writing, sociocultural theory
National Category
Didactics
Research subject
Special Education
Identifiers
URN: urn:nbn:se:su:diva-171539ISBN: 978-616-223-554-2 (print)OAI: oai:DiVA.org:su-171539DiVA, id: diva2:1342650
Conference
WALS International Conference, Khon Kaen, Thailand, November 24-27, 2015
Available from: 2019-08-14 Created: 2019-08-14 Last updated: 2019-08-28Bibliographically approved

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