Students with significant disabilities can and do learn to read conventionally with supportive print- and language-based experiences and interactions. Not unlike students without significant disabilities, this learning for students with significant disabilities begins with emergent literacy. Students who are emergent literacy learners should be provided many frequent learning opportunities that provide instruction and practice with functions of print and print conventions, phonological and alphabet awareness, and expressive and receptive language skills.
Participants will learn how and why to address five critical areas of emergent literacy instruction:
- Independent reading
- Shared reading
- Alphabet/phonological awareness
- Independent writing
- Shared writing
Activity design and selection are driven by theories of literacy acquisition, and specific goals and methods will be examined and demonstrated.
This training is based on the work of Dr. Karen Erickson and Dr. David Koppenhaver.