Comprehensive Literacy for All

Teaching Students With Significant Disabilities to Read and Write

by Karen A. Erickson, Ph.D. Center for Literacy and Disability Studies Department of Allied Health Sciences University of North Carolina at Chapel Hill

David A. Koppenhaver, Ph.D.

Department of Reading Education and Special Education Appalachian State University Boone, North Carolina

About the Authors

Karen A. Erickson, Ph.D.

Profile: Director of the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill. Research focuses on literacy and communication intervention for students with significant disabilities.

David A. Koppenhaver, Ph.D.

Profile: Professor at Appalachian State University, cofounder of the Center for Literacy and Disability Studies. Research on literacy learning and instruction for individuals with significant disabilities.

Introduction

More than 25 years ago, we (Dave and Karen) sat down for the first time to discuss our mutual interest in teaching students with significant disabilities to read and write. This book is our collaborative effort to document current solutions and methodologies for assisting these learners.

WHAT THIS BOOK IS AND IS NOT

This book is intended to help families, educators, clinicians, and others in teaching literacy to children with significant disabilities, emphasizing practical and effective strategies.

A COMPREHENSIVE APPROACH

We refer to our approach to literacy instruction as comprehensive because it addresses all the necessary elements required for students to learn to read with understanding and to write to express their thoughts.

THE OVERALL STRUCTURE OF THE BOOK

This book is structured in four sections:

1. Section I: Core Understandings - Emphasis on emergent literacy and foundational concepts.
2. Section II: Building a Foundation for Literacy - Discussion of specific skills like alphabet knowledge and phonological awareness.
3. Section III: Learning to Read and Write - Framework for reading comprehension, self-directed reading, and writing.
4. Section IV: Implementation - Practical considerations for delivering literacy instruction to children with significant disabilities.

Core Understandings

Chapter 1: All Children Can Learn to Read and Write

Emergent literacy encompasses all the reading and writing behaviors and understandings that develop into conventional reading and writing. It is essential for students with significant disabilities to engage in appropriate literacy experiences from early on.

Theoretical Models of Emergent Literacy

Emergent literacy consists of:

1. Knowledge of print concepts.
2. Understanding of writing.
3. Letter, sound, and word knowledge.
4. Language comprehension skills.

Important Terms in Literacy Instruction

Practical Applications

• Shared Reading: Engage students by reading together and increasing their interaction with texts.
• Shared Writing: Encourage students to dictate messages, allowing them to express thoughts and experiences.
• Independent Reading: Provide opportunities for students to explore books, gradually developing their reading skills.

By utilizing a variety of teaching strategies and resources, individuals with significant disabilities can be supported in their journey toward literacy. The methods outlined throughout the book aim to promote confidence and competence in reading and writing among all learners.