An Occupation and Participation Approach to Reading Intervention (OPARI) part I: Defining reading as an occupation

ABSTRACT

This is the first of two papers that explore a role that occupational therapy can play in supporting children with reading challenges. Part I presents the grounding framework for an occupation and participation approach to reading intervention (OPARI) and serves to introduce the clinical application of the approach presented in Part II. In this paper, reading is defined as an occupation in daily life. Different perspectives in occupational therapy, education, cognitive psychology and cognitive neuroscience were examined to support a holistic, participation approach to reading. The Occupational Adaptation model (Schkade & Schultz, 2003) is proposed as a guiding framework to describe the assumptions and premises of the OPARI. Lastly, the five essential components of the OPARI are identified as a basis for how the OPARI may be applied in clinical practice.

KEYWORDS:

• Dyslexia
• learning disabilities
• occupational adaptation
• reading disability
• school-based occupational therapy

Acknowledgments

The authors would like to express their gratitude to Dr. Sally Schultz (retired) and Dr. Patricia Bowyer of Texas Woman’s University School of Occupational Therapy and to Dr. Jenny Thomson of the University of Sheffield, Department of Human Communication Sciences, for their feedback and insights that helped in the development of the OPARI.