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Fostering Literacy Learning in Supportive Contexts

Annemarie Sullivan Palincsar is an associate professor in educational studies at the University of Michigan, where she prepares teachers to work with heterogenous learners. She completed her PhD at the University of Illinois. She conducts research on the literacy instruction of young learners and the use of collaborative problem solving in science learning. Address: Annemarie Sullivan Palinscar, 1360 SEB, University of Michigan, 610 East University, Ann Arbor, MI 48109.

Laura Klenk

Laura Klenk is a doctoral student in educational studies in reading and literacy at the University of Michigan. Her research interests include the application of emergent literacy theory to special needs learners, case study research, anbd teacher preparation.

Young children with learning disabilities typically encounter difficulty with academic tasks requiring intentional effort and effective use of metacognitive skills—qualities that competent readers and writers possess. In response to these difficulties, special educators often modify literacy instruction, isolating the "basic skills" of literacy (such as decoding and penmanship) from meaningful reading and writing activities. Such instruction contributes to impoverished notions of literacy and exacerbates problems of metacognition. The two research programs reported here challenge the conventional literacy instruction provided to many young students with LD. The programs are rooted in developmental and cognitive theory and research, as well as emergent literacy theory. The social nature of learning is emphasized, with a focus on the role of the teacher, the form of discourse, and the role of text in literacy instruction. Results show that children with learning disabilities benefit from strategy instruction occurring within classroom cultures that support collaborative discourse, the flexible application of comprehension strategies, and appropriate, meaningful opportunities for reading and writing.

Journal of Learning Disabilities, Vol. 25, No. 4, 211-225 (1992)
DOI: 10.1177/002221949202500402


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