An Occupation and Participation Approach to Reading Intervention (OPARI) Part I: Defining Reading as an Occupation

Autor/inn/en	Grajo, Lenin C.; Candler, Catherine
Titel	An Occupation and Participation Approach to Reading Intervention (OPARI) Part I: Defining Reading as an Occupation
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 9 (2016) 1, S.74-85 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2016.1141082
Schlagwörter	Reading Improvement; Intervention; Occupational Therapy; Definitions; Learning Disabilities; Reading Difficulties; Student Participation; Active Learning; Reading Achievement; Self Efficacy; Neurosciences; Educational Psychology; Program Design; Learner Engagement; Reading Strategies; Parent Teacher Cooperation; Mastery Learning + Suchen Sie Ihr Suchwort? Beschäftigungstherapie; Begriffsbestimmung; Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Aktives Lernen; Leseleistung; Self-efficacy; Selbstwirksamkeit; Neuroscience; Neurowissenschaften; Neurowissenschaft; Erziehungspsychologie; Pädagogische Psychologie; Programme design; Programmaufbau; Programmplanung; Reading strategy; Leselernstufe; Lesetechnik; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	This is the first of two papers that explore a role that occupational therapy can play in supporting children with reading challenges. Part I presents the grounding framework for an occupation and participation approach to reading intervention (OPARI) and serves to introduce the clinical application of the approach presented in Part II. In this paper, reading is defined as an occupation in daily life. Different perspectives in occupational therapy, education, cognitive psychology and cognitive neuroscience were examined to support a holistic, participation approach to reading. The Occupational Adaptation model (Schkade & Schultz, 2003) is proposed as a guiding framework to describe the assumptions and premises of the OPARI. Lastly, the five essential components of the OPARI are identified as a basis for how the OPARI may be applied in clinical practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01