“My LD”: Children's Voices on the Internet
“My LD”: Children's Voices on the Internet
复制标题
《我的LD》：网络上的孩子们的心声
DOI：
10.2307/30035553
复制
发表时间：
2006
影响因子：
1.8
通讯作者：
Eleanor L. Higgins
中科院分区：
文献类型：
--
作者：
M. Raskind;M. Margalit;Eleanor L. Higgins
本研究调查了儿童在一个为有学习和注意力问题的儿童设计的公共网站上通过在线信息表达的“学习体验”的表现。早期的研究表明，儿童将互联网视为一种社交媒介，可以促进交流和促进人际关系。在目前的研究中，我们假设有学习障碍的学生会把这个特别设计的网站视为一个“安全的环境”，使他们能够展示他们作为有学习障碍的孩子的自我身份，并分享他们所面临的挑战的个人意义。通过研究他们的在线信息，我们试图更深入地了解孩子们的想法、感受和态度，以及他们在网上表现自己的方式。对164名年龄在9-18岁的LD参与者发送的4903封电子邮件进行了主题分析。出现了六个主要主题：(a) LD身份介绍；(b)披露学业上的困难；（c-d）情绪问题和社会困扰的披露；(e)请求帮助；以及(f)对语言学习的积极方面的描述。结果显示了在线消息传递研究对理解语言学习体验的潜力。讨论了对实践的启示、对未来研究的考虑以及研究的局限性。
This study examined children's presentations of the “LD experience” as expressed in online messages on a public website designed for children with learning and attention problems. Earlier research has demonstrated that children view the Internet as a social medium that enables communication and promotes personal relationships. In the current study, we assumed that students with LD would treat this specially designed website as a “safe environment,” enabling them to present their self-identities as children with LD and to share the personal meaning of their challenges. By studying their online messages, we sought to develop a deeper understanding of the children's thoughts, feelings and attitudes, as well as the ways they present themselves online. Theme analysis was performed on 4,903 e-mails sent from 164 self-identified LD participants ages 9–18. Six major themes emerged: (a) LD identity presentation; (b) disclosure of academic difficulties; (c-d) disclosure of emotional problems and social distress; (e) requests for help; and (f) description of positive aspects of LD. Results demonstrated the potential the study of online messaging has for understanding the LD experience. Implications for practice, considerations regarding future studies, and study limitations are discussed.