Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model

Autor/in	Kim, Young-Suk Grace
Titel	Co-Occurrence of Reading and Writing Difficulties: The Application of the Interactive Dynamic Literacy Model
Quelle	(2022), (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Kim, Young-Suk Grace) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Literacy; Models; Reading Skills; Writing Skills; Literacy Education; Spelling; Handwriting; Executive Function; Memory; Attention Control; Attention Deficit Hyperactivity Disorder; Learning Disabilities; Reading Processes; Writing Processes; Dyslexia; Students with Disabilities; Language Impairments + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Analogiemodell; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Schreibweise; Handschrift; Gedächtnis; Aufmerksamkeitstest; Learning handicap; Lernbehinderung; Leseprozess; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	This article presents the application of the interactive dynamic literacy (IDL) model (Kim, 2020a) toward understanding difficulties in learning to read and write. According to the IDL model, reading and writing are part of communicative acts that draw on largely shared processes and skills as well as unique processes and skills. As such, reading and writing are dissociable but interdependent systems that have hierarchical, interactive, and dynamic relations. These key tenets of the IDL model are applied to the disruption of reading and writing development to explain co-occurrence of reading--writing difficulties using a single framework. The following hypotheses are presented: (a) co-occurrence between word reading and spelling and handwriting difficulties; (b) co-occurrence of dyslexia with written composition difficulties; (c) co-occurrence between reading comprehension and written composition difficulties; (d) co-occurrence of language difficulties with reading difficulties and writing difficulties; (e) co-occurrence of reading, writing, and language difficulties with weak domain-general skills or executive functions such as working memory and attentional control (including attention-deficit hyperactivity disorder [ADHD]); and (f) multiple pathways for reading and writing difficulties. Implications are discussed. [This is the online version of an article published in "Journal of Learning Disabilities."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01