Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write / Edition 1

by Karen Erickson

Overview

Literacy improves lives—and with the right instruction and supports, all students can learn to read and write.That's the core belief behind this teacher-friendly handbook, your practical guide to providing comprehensive, high–quality literacy instruction to students with significant disabilities. Drawing on decades of classroom experience, the authors present their own innovative model for teaching students with a wide range of significant disabilities to read and write print in grades preK–12 and beyond. Foundational teaching principles blend with concrete strategies, step-by-step guidance, and specific activities, making this book a complete blueprint for helping students acquire critical literacy skills they'll use inside and outside the classroom.

An essential resource for educators, speech-language pathologist, and parents—and an ideal text for courses that cover literacy and significant disabilities—this book will help you ensure that all students have the reading and writing skills they need to unlock new opportunities and reach their potential.

READERS WILL:
•Discover 10 success factors for helping students with significant disabilities become literate
•Teach emergent readers and writers skillfully, with evidence-based strategies for shared and independent reading, early writing instruction, and alphabetic and phonological awareness
•Help students acquire conventional literacy skills, with adaptable strategies for teaching reading comprehension, vocabulary, writing, decoding, and spelling
•Organize and deliver comprehensive literacy instruction in a variety of settings, both inside and outside of school
•Use assistive technology effectively to support reading, writing, and communication
•Engage and motivate students and make literacy instruction meaningful to their everyday lives

PRACTICAL MATERIALS: Sample teaching scenarios and dialogues, how-to strategies, and downloadable resources, including sample lessons, a quick-guide to key literacy terms, lesson sequences, and flowcharts to guide instruction.

Product Details

ISBN-13:	9781598576573
Publisher:	Brookes Publishing
Publication date:	12/01/2019
Edition description:	New Edition
Pages:	264
Sales rank:	52,556
Product dimensions:	6.90(w) x 9.90(h) x 0.70(d)

About the Author

Karen A. Erickson, Ph.D., David E. and Dolores J. Yoder Distinguished Professor, Director, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill

Karen A. Erickson is Yoder Distinguished Professor and Director of the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill. A former teacher of children with significant disabilities, Dr. Erickson's current research addresses literacy and communication assessment and intervention for students with a range of disabilities, including significant disabilities. Dr. Erickson is codeveloper of the Tar Heel Reader online library of accessible books for beginning readers as well as several other assistive, learning, and communication technologies.

David A. Koppenhaver, Ph.D., Professor, Department of Reading Education and Special Education, Appalachian State University

David A. Koppenhaver is Professor in the Reading Education and Special Education Department at Appalachian State University. His Dr. Koppenhaver's research focuses on literacy in individuals with signifi cant disabilities, including those with complex communication needs. He and David Yoder cofounded the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill in 1990.

David E. Yoder, Ph.D., is Professor and Chair of the Department of Medical Allied Health Professions at the University of North Carolina at Chapel Hill.

Read an Excerpt

https://brookespublishing.com/wp-content/uploads/2019/12/Erickson-Excerpt.pdf

Table of Contents

TABLE OF CONTENTS

About the Downloads
About the Authors
Foreword —David E. Yoder
Introduction
Acknowledgments

Section I Core Understandings
Chapter 1 All Children Can Learn to Read and Write: A Theoretical Rationale
Chapter 2 Establishing the Environment for Successful Literacy Learning

Section II Building a Foundation
Chapter 3 Alphabet Knowledge and Phonological Awareness
Chapter 4 Emergent Reading
Chapter 5 Emergent Writing

Section III Learning to Read and Write
Chapter 6 Comprehensive Literacy Instruction: A Research-Based Framework
Chapter 7 Reading Comprehension and Vocabulary Instruction
Chapter 8 Self-Directed Reading: Supporting Motivation and Fluency
Chapter 9 Writing
Chapter 10 Decoding, Word Identification, and Spelling

Section IV Implementation
Chapter 11 Using Assistive Technology Effectively to Support Literacy
Chapter 12 Organizing and Delivering Effective Instruction
References
Index

Editorial Reviews

"Karen and David believe all children can learn to read and write. Their work is changing the world. And the best news is that with this book, they tell us how they do it, so we can do it too."

Tina Moreno