title: Avoidance strategies in an exceptional child during unsuccessful reading performances.
abstract: Employing an interactional analysis and focusing on the complexity of meaning making, this study investigates the uses of several types of avoidance strategies generated by a language-disordered boy who is struggling with literacy. The results suggest that these avoidance strategies may function as compensatory adaptations that assist him in overcoming his literacy limitations so that he can still sustain effective social action even within contexts where his literacy difficulties are highlighted. There are both theoretical and practical implications for these findings.
authors.affiliation: The University of Louisiana at Lafayette, Lafayette, LA 70504-3170, USA. jsdamico@louisiana.edu
authors.forename: Jack S
authors.initials: JS
authors.lastname: Damico
authors.forename: Ryan L
authors.initials: RL
authors.lastname: Nelson
authors.forename: Holly
authors.initials: H
authors.lastname: Damico
authors.forename: Kathleen
authors.initials: K
authors.lastname: Abendroth
authors.forename: Jennifer
authors.initials: J
authors.lastname: Scott
mesh_terms: D000223:Adaptation, Psychological; D001288:Attention; D001362:Avoidance Learning; D002648:Child; D002671:Child, Exceptional / Q000523:psychology*; D003299:Cooperative Behavior; D004410:Dyslexia / Q000175:diagnosis / Q000523:psychology* / Q000628:therapy; D004519:Education, Special; D006801:Humans; D007806:Language Disorders / Q000175:diagnosis / Q000523:psychology* / Q000628:therapy; D008297:Male; D011932:Reading; D014825:Vocabulary