Multimodal Meaning-Making: Exploring Cultural Expression through Digital Storytelling for Students with Dyslexia
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| Title: | Multimodal Meaning-Making: Exploring Cultural Expression through Digital Storytelling for Students with Dyslexia |
|---|---|
| Language: | English |
| Authors: | Kalliopi Kritsotaki (ORCID |
| Source: | Journal of Research in Special Educational Needs. 2025 25(4):1217-1236. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Students with Disabilities, Dyslexia, Story Telling, Educational Technology, Semiotics, Cultural Background, Self Expression, Writing (Composition) |
| DOI: | 10.1111/1471-3802.70038 |
| ISSN: | 1471-3802 |
| Abstract: | This study examines how digital storytelling (DST) facilitates multimodal composition, enabling students with dyslexia to construct meaning through diverse modes. Framed within the cultural dimension of Green's 3D model and applying a socio-semiotic approach, the study explores how students integrate their perspectives and cultural backgrounds into their narratives. A mixed-methods approach with a single-subject design was employed, incorporating semi-structured interviews, socio-semiotic analysis of multimodal texts and descriptive statistics. Findings indicate that DST provides alternative pathways for self-expression, assisting students to mitigate writing challenges. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486369 |
| Database: | ERIC |
| Abstract: | This study examines how digital storytelling (DST) facilitates multimodal composition, enabling students with dyslexia to construct meaning through diverse modes. Framed within the cultural dimension of Green's 3D model and applying a socio-semiotic approach, the study explores how students integrate their perspectives and cultural backgrounds into their narratives. A mixed-methods approach with a single-subject design was employed, incorporating semi-structured interviews, socio-semiotic analysis of multimodal texts and descriptive statistics. Findings indicate that DST provides alternative pathways for self-expression, assisting students to mitigate writing challenges. |
|---|---|
| ISSN: | 1471-3802 |
| DOI: | 10.1111/1471-3802.70038 |
