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WELCOME !!!
Literacy for Students With Low-Prevalence Disabilities
Each participant will develop his or her own Change in Practice Plan after completing the training modules.
The Change in Practice Plan:◦ begins with what you already know◦ details the aspects of literacy assessment and
teaching that you plan to change as a result of the training
◦ lists resources required◦ specifies how the effects of this change will be
documented and measured
The process of learning to read and write is a continuum that begins at birth and perhaps before
Emergent literacy behaviors are fleeting and variable depending on text, task, and environment
Important Conclusions of Literacy Research…
Literacy in AAC Koppenhaver & Erickson June 24-June 29, 2007
Children learn written language through active engagement with their world.
Reading, writing, speaking (augmented communicating), and listening abilities develop concurrently and are interrelated rather than sequentially developed.
Important Conclusions of Literacy Research…
Literacy in AAC Koppenhaver & Erickson June 24-June 29, 2007
Technologies, media, and materials can dramatically impact emergent literacy demonstrations.
The functions of print are as integral to literacy as the forms
Written language activities and experiences should not be withheld while speech, language, motor, or other skill(s) developing to an arbitrary prerequisite level.
Important Conclusions of Literacy Research…
Literacy in AAC Koppenhaver & Erickson June 24-June 29, 2007
Literacy is for everyone and has many different forms
Federal mandates support literacy for everyone
Several barriers can be overcome concerning literacy instruction for students with severe disabilities
Literacy skills enhance ones quality of life in many ways.
Literacy instruction is as important for students with significant disabilities as it is for everyone else
Beliefs…
1. What are the skills and abilities of young children from birth to age 6 that predict later reading outcomes?
2. What programs and interventions … 3. What environments and settings … 4. What child characteristics …contribute to or inhibit gains in children’s
skills and abilities that are linked to later reading outcomes.
National Early Literacy Panel (NELP) 2003
Found three Highly-Significant Predictors (of children’s later literacy learning abilities)
National Early Literacy Panel (NELP) 2003
Oral Language
Alphabetic Code/Phonological Awareness
Print Knowledge/Concepts of Print
Oral language is:
“the foundation for literacy development”
“A strong predictor of later reading achievement because of its relationship to reading comprehension” (Strickland & Riley-Ayers, 2006)
NELP: Language is the key
40% of preschool children with language impairments develop significant literacy learning difficulties (Aram & Nation, 1980:Rescoria, 2003) even if their delays appear to have been resolved by age 5 (Scarborough,1990;2002)
Approximately 90% of individuals with severe communication impairments experience significant literacy learning difficulties (Koppenhaver & Yoder, 1992).
Oral and Written Language … SWD
Two Views…Readiness/Mastery View
•Literacy is learned in a predetermined, sequential manner that is linear, additive, and unitary•Literacy learning is school-based•Literacy learning requires mastery of certain pre-requisite skills•Some children will never learn to read
Current/Emergent View
•Literacy is learned through interaction with and exposure to all aspects of literacy (i.e. listening, speaking, reading, and writing)•Literacy is a process that begins at birth and perhaps before•Literacy abilities/skills develop concurrently and interrelatedly•All children can learn to use print meaningfully
Koppenhaver, Coleman, Kalman, Yoder. The Implications of Emergent Literacy Research for Children With Developmental Disabilities.
NELP NRPOral language Phonemic AwarenessAlphabetic Code PhonicsPrint Knowledge/ Fluency Concepts Vocabulary
Comprehension
National Research Findings
Language Comprehension
Word Identificatio
n
Silent Reading Comprehension
Print Processing Beyond Word Identification
Translating the Research
National Early Literacy Panel (NELP)
Whole-to-Part Model
Oral Language Alphabetic Code Print Knowledge/ Concepts
Word Identificati
on
Print Processing Beyond Word Identification
Languge
Comprehension
Components of the Whole -to -Part Model
Emergent literacy is …“... the reading and writing behaviors that
precede and develop into conventional literacy.” (Sulzby, 1991)
Early Conventional Literacy
Finding a structure for understanding where our students are in literacy development
Typical Literacy Development
Ongoing Assessment
Family Involvement
Interest-based , contextual experiences
Rich oral language environments,
Supports for Emergent
Reading/Writing
Intentional ABC & Phonological Awareness Activities
Teaching Strategies
Children talk more than adults ALL children have multiple ways tocommunicate Adults really listen-show true interest in whatchildren are doing and saying Reflect on what children are doing; useencouragement rather than praise Label their feelings Ask open-ended, action questions; give suggestions Encourage choice & rule making Have real conversations with each child everyday Use a variety of words. Help children learn at least
2 new words everyday
Rich Oral Language Environment
Conditions of Literacy Learning (Cambourne, 1993, 2003)
High expectations Active engagement: Freedom to experiment & in
order to become problem-solvers Attribute meaning to ALL attempts Foster rich social interactions – lots of TALK &
fun! Approximations/errors are accepted & celebrated Loads of models- 24/7 immersion More knowledgeable other
Recognizing what we do with typically developing children to support emergent
literacy development
Consider typical literacy development... emergent literacy...conventional literacy...
Support use of communication devices during reading & writing
Call your student a communicator, a writer & a reader
Give students opportunities to experiment Celebrate & attribute meaning to attempts Observe for changes over time: they CAN do it
“Nobody is TOO anything...”
In Summary...
to benefit from…meaningful opportunities
to communicate,write and read.
https://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/shared-reading
Nobody is “too anything”
FRAMEWORK
http://www.four-blocks.com/
RESEARCH Four Blocks Literacy Model Website: http://www.fourblocks.com/research.htm
Pat & Dottie’sWebsite: www.wfu.edu/fourblocks
Children with Disabilities: Reading & Writing the Four-Blocks Way by Karen Erickson & David Koppenhaver
PHILOSOPHYChildren are different in the way they learn, so
several different approaches are incorporated daily into reading/writing instruction.
Children enter our classes at varying language & literacy levels, so each instructional block is as multi-level as possible.
Children have different personalities/needs, so substantial instructional support is provided to students who struggle and who need challenge.
Children With Disabilities: Reading & Writing the Four Blocks WayDeveloped by Karen Erickson & David Koppenhaver
Implemented at the Center for Literacy & Disability Studies, University of North Carolina at Chapel Hill◦ Students with Communication
Disorders◦ Students with Moderate – Severe
Cognitive Impairments◦ Students with Learning Disabilities
Adapting the Four Block Model for Students with Disabilities
Disability type or label does not provide instructional information
Consider the areas of significant difference:◦ Communication◦ Cognition◦ Physical abilities◦ Senses (vision/hearing)◦ Affect◦ Attention
Putting it all together…
All learners have a means of communication & interaction.
Teachers hold the expectation that their students can learn.
Learning is supported across environments. Teachers engage in ongoing reflection and problem
solving. Learners are cognitively engaged and supported in
achieving cognitive clarity. Learners are presented with instruction that is
intrinsically motivating. Learners have a personal connection with the
curriculum. Comprehensive instruction is offered every day
(repetition with variety) to help students move beyond skill acquisition to application.
Assumptions / Conditions for Learning