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Evidence-Based Emergent Literacy Model for Students with Significant Disabilities
5/5/08
Angel Lee, MEd
Linda R. Schreiber, MS, CCC-SLP
© 2008 L. Schreiber & A. Lee
Session Overview
• Background and Research (Project RAISE)
• Early Literacy Skills Builder Curriculum – Sounds and Symbols Component– Story-Based Lessons Component
© 2008 L. Schreiber & A. Lee
Effectiveness of an Early Literacy Curriculum: Early Outcomes
• Project RAISE– Funded by Institute for
Education Science (H324K040004)
– Focus is literacy for students with moderate and severe disabilities in grades K-5
– Diane Browder & Claudia Flowers, Co-Investigators
• Diane M. Browder & Claudia Flowers, Co-Investigators– Fred Spooner, Faculty– Lynn Ahlgrim-Delzell,
Candice Meyer, Josh Baker, Research Associates
• Tracie-Lynn Zakas and Angel Lee, School Liaisons
• Pam Mims & Kelly Carmola, Trey Willis, Graduate Assistants
© 2008 L. Schreiber & A. Lee
Contrast “Science of Reading” & Focus for Students with
Moderate-to-Severe Disabilities
• National Reading Panel summary (2000)– Phonemic awareness– Phonics– Fluency– Vocabulary– Comprehension
• Research with students with moderate and severe developmental disabilities– Sight words
• Rarely measured comprehension of the sight words
© 2008 L. Schreiber & A. Lee
• Development of a curriculum-– Early Literacy Skills Builder
• Development of an assessment-– Nonverbal Literacy Assessment
• Randomized trials comparison of ELSB and sight word approach (5 year study) with students who have autism and intellectual disabilities
© 2008 L. Schreiber & A. Lee
Population • In grades K-5• Classified as having moderate-to-severe
intellectual disabilities or autism with IQ below 55
• Adequate hearing and vision to respond to verbal instructions and printed materials
• Some progress in English instruction if ESL• Able to participate in assessment with or
without assistive technology• Adequate attendance at school
© 2008 L. Schreiber & A. Lee
Research Design
• Group experimental study
• Randomly assigned students to treatment
• Pre-/post-testing in September and April/May
© 2008 L. Schreiber & A. Lee
Comparison of Treatments• Experimental
Early Literacy Skills Builder
• Includes Phonemic Awareness
• Phonics• Listening
Comprehension• Print Awareness• Needs of Nonverbal
Learners
• Control– Sight words and pictures– Edmark– Inclusdes sight word
instruction
• Both– Participation in story
reading with systematic instruction (“Story-based lessons”)
© 2008 L. Schreiber & A. Lee
Implementing the ELSB
• Teachers trained to follow scriptedFidelity: mean 93%
• Repeated lessons 2, 4, or 10 day cycle
• Taught to masteryAssessment MeasuresMoved to next level when 75% correct on lessons
• Small group or 1:1
© 2008 L. Schreiber & A. Lee
Reference for First-Year Outcomes
• Browder, D.M., Ahlgrim-Delzell, L., Courtade, G., Gibbs, S.L., & Flowers, C. (in press). Evaluation of the effectiveness of an early literacy program for students with significant developmental disabilities using group randomized trial research. Exceptional Children.
• Also see www.attainmentcompany.com for white paper
© 2008 L. Schreiber & A. Lee
Early Literacy Skills Builder
Two Components
I. Building with Sounds and Symbols
II. Building with Stories
Browder, D.M., Gibbs, S.L., Ahlgrim-Delzell, L., Courtade, G., & Lee, A. (2007). Early Literacy Skills Builder. Verona, WI: Attainment Company.
© 2008 L. Schreiber & A. Lee
ELSB Objectives• Flashcard Game
Students read vocabulary words using time delay, then use words to fill in sentences.
• Text Pointing Students point to text as teacher reads.
• Hidden Word Game Students point to the word that completes a repeated story line.
© 2008 L. Schreiber & A. Lee
• Letter Sounds Students identify letter-sound correspondences.
• First/Last Sounds Game – Students point to/say first/last sounds in words.
• Finding Pictures with Special Sounds Students identify pictures that begin with named sounds.
© 2008 L. Schreiber & A. Lee
• Stretching Words Students point to sounds in words.
• Finding Pictures Students point to pictures that match segmented words.
• The Picture Game Students point to pictures representing new vocabulary
words.
• Fun with Writing Students complete one page of their own book.
© 2008 L. Schreiber & A. Lee
Level A Objectives• Recognize a book from a nonbook
• Interact with objects related to a book
• Select own photo or written name
• Select named photo or word
• Physically engage with a book and/ or visually attend to a story
© 2008 L. Schreiber & A. Lee
Story-Based Lessons
in 10 Easy Steps
© 2008 L. Schreiber & A. Lee
Steps of Story-Based Lesson1. Engaged by anticipatory set
2. Identify author/illustrator and title
3. Answer a prediction question
4. Open the book
5. Turn the pages
6. Complete a repeated story line
7. Point to text
8. Pointing to/say vocabulary word(s)
9. Answer comprehension questions
10. Summarize story© 2008 L. Schreiber & A. Lee
Contact Information
• Linda [email protected]
• Angel [email protected]
• www.education.uncc.edu/access
• www.attainmentcompany.com
