The reading practices of people with neuropsychiatric disabilities : A review of library and information science literature
Hagberg, Katarina ; Lundin, Karin LU
; Lundh, Anna
and Hedemark, Åse
(2024)
In Information Research
29(2).
p.341-361
- Abstract
- Introduction. The ability to read and interpret different types of text can be significantly impacted by neuropsychiatric disabilities, which affect cognitive abilities. This paper explores and reviews previous studies within library and information science on neuropsychiatric disabilities in relation to reading practices.
Method. Searches were performed in LISA and LISTA to identify research on readers with neuropsychiatric disabilities. Results were screened and 14 peer reviewed articles were chosen for inclusion. Utilising content analysis, the examined articles were deductively and inductively categorised according to the following themes: impairment, user group and context, research design, assistive technologies for... (More) - Introduction. The ability to read and interpret different types of text can be significantly impacted by neuropsychiatric disabilities, which affect cognitive abilities. This paper explores and reviews previous studies within library and information science on neuropsychiatric disabilities in relation to reading practices.
Method. Searches were performed in LISA and LISTA to identify research on readers with neuropsychiatric disabilities. Results were screened and 14 peer reviewed articles were chosen for inclusion. Utilising content analysis, the examined articles were deductively and inductively categorised according to the following themes: impairment, user group and context, research design, assistive technologies for reading, reading for information seeking, reading for evaluation, and reading, self-efficacy and identity.
Findings. Most articles address dyslexia. The majority of studies have been conducted in educational settings and have an experimental research design. Six studies address assistive technologies for reading, the remaining eight concern reading in relation to information practices.
Conclusion. There is an imbalance in the types of impairments that have been addressed in previous research. Few studies concern everyday reading practices and more research outside of educational contexts is needed. Furthermore, there is a lack of research that delves deeper into the experiences of readers with neuropsychiatric disabilities. (Less) - Abstract (Swedish)
- Introduction. The ability to read and interpret different types of text can be significantly impacted by neuropsychiatric disabilities, which affect cognitive abilities. This paper explores and reviews previous studies within library and information science on neuropsychiatric disabilities in relation to reading practices.
Method. Searches were performed in LISA and LISTA to identify research on readers with neuropsychiatric disabilities. Results were screened and 14 peer reviewed articles were chosen for inclusion. Utilising content analysis, the examined articles were deductively and inductively categorised according to the following themes: impairment, user group and context, research design, assistive technologies for... (More) - Introduction. The ability to read and interpret different types of text can be significantly impacted by neuropsychiatric disabilities, which affect cognitive abilities. This paper explores and reviews previous studies within library and information science on neuropsychiatric disabilities in relation to reading practices.
Method. Searches were performed in LISA and LISTA to identify research on readers with neuropsychiatric disabilities. Results were screened and 14 peer reviewed articles were chosen for inclusion. Utilising content analysis, the examined articles were deductively and inductively categorised according to the following themes: impairment, user group and context, research design, assistive technologies for reading, reading for information seeking, reading for evaluation, and reading, self-efficacy and identity.
Findings. Most articles address dyslexia. The majority of studies have been conducted in educational settings and have an experimental research design. Six studies address assistive technologies for reading, the remaining eight concern reading in relation to information practices.
Conclusion. There is an imbalance in the types of impairments that have been addressed in previous research. Few studies concern everyday reading practices and more research outside of educational contexts is needed. Furthermore, there is a lack of research that delves deeper into the experiences of readers with neuropsychiatric disabilities. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/45ffb090-26d6-4084-9b06-10b9afcfddf1
- author
- Hagberg, Katarina
; Lundin, Karin
LU
; Lundh, Anna
and Hedemark, Åse
- organization
- publishing date
- 2024
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- reading practices, literature review, print disabilities, neuropsychiatric disabilities, accessibility, reading practices, literature review, print disabilities, neuropsychiatric disabilities, accessibility
- in
- Information Research
- volume
- 29
- issue
- 2
- pages
- 341 - 361
- publisher
- Thomas Daniel Wilson
- ISSN
- 1368-1613
- DOI
- 10.47989/ir292831
- language
- English
- LU publication?
- yes
- id
- 45ffb090-26d6-4084-9b06-10b9afcfddf1
- date added to LUP
- 2024-06-19 11:22:48
- date last changed
- 2024-06-21 03:12:31
@article{45ffb090-26d6-4084-9b06-10b9afcfddf1,
abstract = {{Introduction. The ability to read and interpret different types of text can be significantly impacted by neuropsychiatric disabilities, which affect cognitive abilities. This paper explores and reviews previous studies within library and information science on neuropsychiatric disabilities in relation to reading practices. <br/><br/>Method. Searches were performed in LISA and LISTA to identify research on readers with neuropsychiatric disabilities. Results were screened and 14 peer reviewed articles were chosen for inclusion. Utilising content analysis, the examined articles were deductively and inductively categorised according to the following themes: impairment, user group and context, research design, assistive technologies for reading, reading for information seeking, reading for evaluation, and reading, self-efficacy and identity.<br/><br/>Findings. Most articles address dyslexia. The majority of studies have been conducted in educational settings and have an experimental research design. Six studies address assistive technologies for reading, the remaining eight concern reading in relation to information practices.<br/><br/>Conclusion. There is an imbalance in the types of impairments that have been addressed in previous research. Few studies concern everyday reading practices and more research outside of educational contexts is needed. Furthermore, there is a lack of research that delves deeper into the experiences of readers with neuropsychiatric disabilities.}},
author = {{Hagberg, Katarina and Lundin, Karin and Lundh, Anna and Hedemark, Åse}},
issn = {{1368-1613}},
keywords = {{reading practices; literature review; print disabilities; neuropsychiatric disabilities; accessibility; reading practices; literature review; print disabilities; neuropsychiatric disabilities; accessibility}},
language = {{eng}},
number = {{2}},
pages = {{341--361}},
publisher = {{Thomas Daniel Wilson}},
series = {{Information Research}},
title = {{The reading practices of people with neuropsychiatric disabilities : A review of library and information science literature}},
url = {{https://lup.lub.lu.se/search/files/189348364/irpaper831-2.pdf}},
doi = {{10.47989/ir292831}},
volume = {{29}},
year = {{2024}},
}