Interventions for literacy in SWSD should consider where the student falls on the spectrum of oral language into literacy and move along the continuum accordingly. Phonics has been demonstrated to an especially effective in supporting SWSD in literacy development. Stephanie provides practical activities to use in supporting literacy in SWSD. Stephanie also reviews how to incorporate AAC devices into literacy intervention.
Find the playlist for the full set of videos in this module series here:
Find each of the modules from this playlist here:
Please find links to research mentioned in this module here:
August, Diane (Ed); Shanahan, Timothy (Ed), (2006). Developing literacy in second-language learners: Report on the National Literacy Panel on Language-Minority Children and Youth. (pp. 269-318). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, xvi, 669 pp.
Ericson, K. (2003, June 24) Reading Comprehension in AAC. The ASHA Leader.
Foley, B., & Pollatsek, A. (1999). Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments.Augmentative and Alternative Communication, 15(3), 156-173.
Goetz, K., Hulme, C., Brigstocke, S., Carroll, J. M., Nasir, L., & Snowling, M. (2008). Training reading and phoneme awareness skills in children with Down syndrome. Reading and Writing, 21(4), 395-412.
Koppenhaver, D. A., & Yoder, D. E. (1993). Classroom literacy instruction for children with severe speech and physical impairments (SSPI): What is and what might be. Topics in Language Disorders, 13(2), 1-15.
Labov, W. (2003). When ordinary children fail to read. Reading Research Quarterly, 128-131.
Neuman, S. B., & Celano, D. (2001). Access to print in low‐income and middle‐income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36(1), 8-26.
Orellana, M. F. (2003). Responsibilities of children in Latino immigrant homes.New Directions for Youth Development, 2003(100), 25-39.
Pebly, M., & Koppenhaver, D. A. (2001, August). Emergent and early literacy interventions for students with severe communication impairments. In Seminars in speech and language (Vol. 22, No. 3, pp. 221-30).
Pransky, K., & Bailey, F. (2002). To meet your students where they are, first you have to find them: Working with culturally and linguistically diverse at-risk students. The Reading Teacher, 370-383.
Vandervelden, M., & Siegel, L. (2001). Phonological processing in written word learning: Assessment for children who use augmentative and alternative communication. Augmentative and Alternative Communication, 17(1), 37-51.