Can Digital Storytelling Improve Literacy Outcomes for Students with Autism?

Authors

  • Dr. Brent Daigle Mercer University
  • Dr. Margaret-Mary Sulentic Dowell Louisiana State University

DOI:

https://doi.org/10.56887/galiteracy.73

Keywords:

Digital Storytelling, Literacy, Autism, Social Interactions

Abstract

This investigation aimed to determine how Digital Storytelling impacted the academic performance and social interactions of a sixth-grade female student with high-functioning Autism. This study was conducted over three weeks in the Gulf Coast region of the United States. Qualitative methodology, using an inductive approach informed by grounded theory, was employed throughout this exploratory case study. This paper concentrates on academic learning, literacy acquisition, and social skills associated with this holistic intervention. Active participation, increased engagement, and critical reflection were identified as the most important factors that contributed to the success of Digital Storytelling within the context of this investigation. Guidelines for classroom implementation are considered, with recommendations offered for future research and practice.

Author Biography

  • Dr. Brent Daigle, Mercer University

    Dr. Brent Daigle ([email protected]) is an Assistant Professor of Special Education at Mercer University. His research interest is in the area of literacy practices for students with exceptionalities.

Can Digital Storytelling Improve Literacy Outcomes for Students with Autism?

Downloads

Published

03/30/2010

Issue

Section

Research and Practitioner Articles

How to Cite

Daigle, B., & Dowell, M.-M. S. (2010). Can Digital Storytelling Improve Literacy Outcomes for Students with Autism?. Georgia Journal of Literacy, 33(1), 25-34. https://doi.org/10.56887/galiteracy.73

Similar Articles

1-10 of 87

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)