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Journal of Computer-Mediated Communication, Jun 23, 2006
... Interactive written discourse as an emergent register. Written Communication, 8(1), 834. Cro... more ... Interactive written discourse as an emergent register. Written Communication, 8(1), 834. CrossRef. Frank, T. (2000, October). ... Gee, JP, & Green, JL (1998). Discourse analysis, learning, and social practice: A methodological study. Review of Research In Education, 23, 119169. ...
A meta-analytic review of 33 studies investigating the pragmatic language skills of 3- to 12-year... more A meta-analytic review of 33 studies investigating the pragmatic language skills of 3- to 12-year-old students with language disorders, language-learning disabilities, or learning disabilities as compared with the pragmatic language skills of nondisabled peers was conducted. The students with language and/or learning disabilities demonstrated consistent and pervasive pragmatic deficits in conversation compared to non-disordered peers (mean effect size = -0.52; SE=0.06) across settings, conversational partners, age groups, and types of pragmatic skills measured. The pragmatic differences between the students with language or learning disabilities and control groups could not be accounted for by differences in study methodology or design. Furthermore, these pragmatic deficits appeared to be more attributable to underlying language deficits than to insufficient social knowledge. These findings are consistent with the perspective that students with learning disabilities can also be described as language disordered, and that children with language disorders experience a continuum of language failure that may be manifested in different ways as they progress through school.
This paper presents a discourse analysis of contributions to an online interactive discussion for... more This paper presents a discourse analysis of contributions to an online interactive discussion forum of a graduate-level education course on the topic of Discourse in Classrooms. The purpose of the analysis is twofold. First, I examine the content of postings over the first one third of the 13-week course to describe participants' emerging perspectives on: (1) the role of classroom and school discourse in shaping student identity, (2) the role of discourse in reflecting and transforming schools as institutions, and (3) the relationships between school discourse and administrative structures and values. Second, I present examples of how the discussion topics evolved, and how points of view began to shift over time.
Journal of Computer-Mediated Communication, Jun 23, 2006
... Interactive written discourse as an emergent register. Written Communication, 8(1), 834. Cro... more ... Interactive written discourse as an emergent register. Written Communication, 8(1), 834. CrossRef. Frank, T. (2000, October). ... Gee, JP, & Green, JL (1998). Discourse analysis, learning, and social practice: A methodological study. Review of Research In Education, 23, 119169. ...
A meta-analytic review of 33 studies investigating the pragmatic language skills of 3- to 12-year... more A meta-analytic review of 33 studies investigating the pragmatic language skills of 3- to 12-year-old students with language disorders, language-learning disabilities, or learning disabilities as compared with the pragmatic language skills of nondisabled peers was conducted. The students with language and/or learning disabilities demonstrated consistent and pervasive pragmatic deficits in conversation compared to non-disordered peers (mean effect size = -0.52; SE=0.06) across settings, conversational partners, age groups, and types of pragmatic skills measured. The pragmatic differences between the students with language or learning disabilities and control groups could not be accounted for by differences in study methodology or design. Furthermore, these pragmatic deficits appeared to be more attributable to underlying language deficits than to insufficient social knowledge. These findings are consistent with the perspective that students with learning disabilities can also be described as language disordered, and that children with language disorders experience a continuum of language failure that may be manifested in different ways as they progress through school.
This paper presents a discourse analysis of contributions to an online interactive discussion for... more This paper presents a discourse analysis of contributions to an online interactive discussion forum of a graduate-level education course on the topic of Discourse in Classrooms. The purpose of the analysis is twofold. First, I examine the content of postings over the first one third of the 13-week course to describe participants' emerging perspectives on: (1) the role of classroom and school discourse in shaping student identity, (2) the role of discourse in reflecting and transforming schools as institutions, and (3) the relationships between school discourse and administrative structures and values. Second, I present examples of how the discussion topics evolved, and how points of view began to shift over time.
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Papers by Judith Lapadat