Literacy for Students with Severe Developmental Disabilities: What Should We Teach and What Should We Hope to Achieve?

Autor/inn/en	Browder, Diane; Gibbs, Susan; Ahlgrim-Delzell, Lynn; Courtade, Ginevra R.; Mraz, Maryann; Flowers, Claudia
Titel	Literacy for Students with Severe Developmental Disabilities: What Should We Teach and What Should We Hope to Achieve?
Quelle	In: Remedial and Special Education, 30 (2009) 5, S.269-282 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508315054
Schlagwörter	Developmental Disabilities; Severe Disabilities; Emergent Literacy; Literacy Education; Reading Instruction; Outcomes of Education; Reading Aloud to Others; Independent Reading; Phonemic Awareness; Vocabulary; Reading Fluency; Reading Comprehension + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Severe disability; Schwerbehinderung; Frühleseunterricht; Leseunterricht; Lernleistung; Schulerfolg; Freies Lesen; Wortschatz; Leseverstehen
Abstract	The purpose of this article is to propose a conceptual foundation for early literacy instruction for students with severe developmental disabilities. The two primary outcomes in the conceptual model are (a) enhanced quality of life through shared literature and (b) increased independence as a reader. Guidelines are offered for promoting shared literature by increasing opportunities for accessing literature and teaching access skills to students. For increasing students' independence as readers, recommendations are provided on teaching the components of reading outlined by the National Reading Panel. The proposed model will help develop guidance on the strategies for literacy instruction for students with severe developmental disabilities. (Contains 2 figures, 2 tables, and 1 note.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10