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