Psychotherapy, (II)literacy and information communication and technologies: building bridges to literacy excellence.

Abstract

This paper, using findings from a literacy intervention program, Early Grade Reading Instruction Curriculum (EGRIC), discusses theoretical probability and practical possibilities of psychotherapy and information and communication technology as a viable panacea for struggling readers. It emphasizes the importance of working on the psyche of a struggling reader to increase his/her sense of reading and future academic well-being if s/he has to make any real effort at improving his/her current reading abilities. If a reader is not motivated enough to value reading and to have a positive self-concept about reading, he/she will not make much attempt to read and sustain the reading habit. The paper highlights the essential ingredients of successful literacy intervention at the nexus of empowerment from a psychotherapeutic vantage point and incorporation of ICTs: Experiential relationship building with the client (dyslexic); dialogue and consensus building about the value of reading for the client; effective communication and formative feedback on the client’s reading progress and consequent reading behavior change - driven by intrinsic motivation and reinforced further extrinsically through appropriate ICTs, rewards and recognition for progress made. Implications for better mental health and positive future outcomes and empowerment for struggling readers are made.