Encounters in Literacy

Clinical Implications Based on Qualitative Research


  • Holly L. Damico University of Louisiana Lafayette
  • Ryan L. Nelson University of Louisiana at Lafayette




literacy, qualitative research, acquisition, reading, writing, literacy theory


As clinicians become progressively more oriented toward literacy in disabled populations, it is important to appreciate and understand the complexity of this language based phenomenon. This article acknowledges the role of qualitative research in attempting to understand literacy as a social and linguistic action. Through over five decades of research we demonstrate how evidence from qualitative studies can be employed to discuss the acquisition process, the theoretical basis, and clinical implications of literacy.

Author Biography

Ryan L. Nelson, University of Louisiana at Lafayette

Ryan Nelson is an Associate Professor of Speech-Language Pathology at the University of Louisiana at Lafayette. His research interests include language and literacy development in childhood with language disorders and the interactional approaches to treating this population. He has also published in the areas of counseling, social-pragmatic approaches to autism and eye-movement miscue analysis.


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How to Cite

Damico, H., & Nelson, R. (2018). Encounters in Literacy: Clinical Implications Based on Qualitative Research. Journal of Interactional Research in Communication Disorders, 8(2), 162–182. https://doi.org/10.1558/jircd.32303




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