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Landscapes of competence: A case study of literacy practices and processes in the life of a man with aphasia Item Type text; Dissertation-Reproduction (electronic) Authors Garcia Obregon, Andrea Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 26/09/2021 05:17:01 Link to Item http://hdl.handle.net/10150/280179 INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis arid dissertation copies are in typew>riterface. while otfiers may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or irKJistinct print colored or poor quality illustrations arid photographs, print bleedthrough, sut)starKiard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did rwt sernJ UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ProQuest Information and Leaming 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-06CO NOTE TO USERS Page(s) not included in the original manuscript are unavailable from the author or university. The manuscript was microfilmed as received. 164 This reproduction is the best copy available. UMI' LANDSCAPES OF COMPETENCE: A CASE STUDY OF LITERACY PRACTICES AND PROCESSES IN THE LIFE OF A MAN WITH APHASIA By Andrea Garcia Obregon Copyright O Andrea Garcia Obregon 2002 A Dissertation Submitted to the Faculty of the DEPARTMENT OF LANGAUGE, READING AND CULTURE In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPY In the Graduate College THE UNTVERISTY OF ARIZONA 2002 UMI Number 3073224 Copyright 2002 by Garcia Obregon. Andrea All rights reserved. UMI' UMI Microform 3073224 Copyright 2003 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 THE raiVERSITY OF ARIZONA * GRADUATE COLLEGE As members of the Final Examination Coomittee, we certify that we have read the dissertation prepared bv Andrea Garcia Obregon entitled Landscapes of Competence: A Case Study of Literacy Practices and Processes in the Life of a Man with Aphasia and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy -7//»-y Date / / - / 2 "c Kenneth Goodman Date r 1—^ -7- Luis Moll Date / 1(1 9 -/2-C7 Nadeen Ruiz ^ Date Date Final approval and acceptance of this dissertation is contingent upon the candidate's submission of the final copy of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. Co-Dis n Director Kathy Short Date ' Ji /i-Ji-ioz. Co-Dissertation Director Kenneth Goodman Date 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fiilfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations &om this dissertation are allowable without special permission, provided that accurate acknowledgement of sources is made. Requests for permission for extended quotation fix>m or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: 4 AKNOWLEDGEMENTS I would like to thank each member of my committee for helping me n^e this dream a reality. Thanks to Ken Goodman for trustii^ that I coukl do this study, for sharing his knowledge and supportii^ my expbrations. and for his unconditional kind eyes of encouragement ever since we began working together. To Kathy Short, for being my mentor and inspiring me to pursue my work; for keeping me on track and helping me navigate timelines and deadlines, and because her confidence in my work and thoughtful advice made it possible for me to finish. To Nadeen Ruiz, wiw has been with me since the first day that I embarked in this journey, for accepting my invitation to work on my committee, and for her wisdom and support in both my personal and professk>nal life. To Luis MoU. who offered me a home away from home and gave me confiaza. and who pushed my thinking and introduced me to provocative theoretKal lenses from which to understand my work To Yetta Goodman, who was an honorary member of my committee, who always encouraged me to ask new questions, and whose caring support erased the boundaries between academic and familial spaces. Thanks to Maria Fierro. who 1 always say is my 'Guardian Angel* in LRC. who took care of me even when I was away from Tucson. 1 would like to specially acl^wledge and thank the faculty of the Department of literacy Studies, at Ho&tra University. Joan ZaleskL Jeanne Henry. Debi Goodman. Detmy Taylor. Alan Flurkey and Barbara Cohen. As my colleagues, they made it possible for me to finish: as my friends, they offered me invaluable emotional and intellectual support throughout this process. Thanks to all my friends who saw me pursue my goals and shared the journey. And most of ail. I thank Jorge, who made life possible during the dissertation process; who kept me calm and focus. I thank him for believing in me and for that smile and unconditk>nal k)ve that keeps me going every day. helping me imagine the road ahead. And to my family, for their support of who 1 am and for never letting me forget my dream, and for being a source of inspiration that pushes me to be a better person every sii^le day. Muchas Gracias. Andrea DEDICATION Dedkro este trabajo a mi familia. A los que ya DO est^ conmigo. y a los que vienen en camino. To Stuart and his &mily. for allowing me to share your storv 6 TABLE OF CONTENTS LISTOFRGURES 10 UST OF TABLES 12 ABSTRACT 13 CHAPTER 1. -THE ELECTIC STORM;" AN INTRODUCTION TO THE STUDY OF LITERACY COMPETECE AND APHASIA 15 The Unexpected Changes: Questions about Aphasia and Literacy 17 Personal Dimension of the Research Story 21 Vignette I. "I understand this one better than anything else" 28 Theoretical Dimension of the Research Story 30 Aphasia: Historical Context 32 On Competence as Socially Constructed 35 Literacy Practices and Literacy Processes 38 Literacy as Situated Practice 39 Literacy as Transactional and Sociopscycholinguistic Process 41 Overview of Document 43 CHAPTER 2. RESEARCH AND METHODOLOGICAL DIMENSION OF THE STUDY OF LITRACY AND APHASIA 48 Influences from a Romantic Science Perspective 49 Influences from an Ethnographic Perspective 52 Overview of Research Process 53 Research Participants. 55 The Nature of the Collaborations 57 My Role as the Researcher 58 Evolution of the Research Questions 59 Methods for Data Collection 61 Stage 1 62 Stage 2 64 Stage 3 66 Data Analysis Process 67 Analysis of Videotaped Interactions 69 E^qibring Sociocuhural Landscapes of Literacy 73 Constructing a Literacy Database 75 Looking at Personal and Medical Dociunents 81 7 TABLE OF CONTENTS-Confzm<e</ Exploring Sociopsycholinguistk Landscapes of Literacy 83 Documenting Exploratory Literacy Events 83 Micro-analysis of Literacy Processes 88 Expbring Affective and Personal Landscapes of Literacy 89 Writii^ Throughout the Analysis 93 Issues of Validity, Reliability and Informed Consent 96 CHAPTER 3. -I GOT A BOOK NOW, A HISTORY BOOK." SOCIOCULTURAL LANDSCAPES OF LITERACY COMPETENCE 98 Theoretical Framework: Competence, Literacy and Aphasia 101 Literacy Competence as Situated Practice 101 Literacy Explorations in Aphasiology 105 Contrasting Literacy Profiles 108 Stuart: The Clinical (Mis)Representation 108 The Cognitive Communication Evaluation 110 The Moderate Psychological Evaluation 111 Coda: "I wasn't depressed until I read this report" 117 Stuart: A Different Portrait 117 Historical Literacies 118 "Stacks by the bed:" Reading in Stuait's Literacy Practkres 120 "With the &rm 1 woukl do it more:" Writing in Stuart's Literacy Practk:esI28 Numeracy and Literacy 137 Discussmn 138 Clinical and Ethnographic Portraits of Competence 138 Purposes and Uses of Literacy 142 Ongoing Transformations of Literacy Practkes 144 Conclusk>ns 146 CHAPTER 4. -BOY, IT WAS HARD TO READ THE PAGE:" SOCIOPSYCHOLINGUISTC LANDSCAPES OF LITERACY COMPETENCE 147 Theoretical Framework: Literacy Processes and Aphasia 151 Transactk)nal and Sociopsycholinguistk Perspective of Literacy Processes 1S1 Literacy Processes and Aphaswbgy 153 Discoveries 157 Stuart's Reading Process 158 Stuart's Reading Profile 166 Patterns of Miscues 170 Change Across Time 173 Reading and Aphasia 176 8 TABLE OF COKTEKTS-Coruiroded Stuart's Writiiig Process 177 Composing as Probtem Solving 182 Composing as a Process 185 Compensatii^ strategies 189 Changes and growth across time 191 Stuart's Use of Writing and Texts for Mediational Purposes 193 Print

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