Shared Reading:

 

According to Erickson& Koppenhaver (2020), "shared reading with students with disabilities consistently suggests that is supports the development of the same emergent literacy and language skills that are developed in children without disabilities. 
Examples of shared reading:

• Labeling objects in illustrations

• Talking about what is going on in a book

• Referring to real-life connections in the tory

• Referencing Print

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CAR Method: (To use during shared reading)
 

Comment and wait.

Ask for participation and wait. 

Respond by adding a little more. 

 

Predictable Chart Writing:
 

The predictable writing chart is a great way for students to tell their ideas and have the teacher write it down in a predictable format. Even if students are unable to communicate with verbal speech, they will be able to communicate using their core vocabulary boards, while the predictable writing chart is being used. A challenge during predictable writing, like shared reading, is keeping the students engaged during the lesson. Therefore, it is important to use content that will keep the students hooked.

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Steps of Predictable Chart Writing 

1. Write The Chart

2. Reread The Chart

3. Work With Sentence Strips

4. Be The Sentence

5. Make and Publish the Book

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Independent Writing:

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Students should be given the opportunity to explore writing independently by having access to different writing tools and different writing surfaces. As children are beginning to explore the concept of writing, have different writing utensils such as dry erase markers, chalk, alphabet sets, writing and drawing toys, computer processors, partner assisted pencils, and hand handheld tools, such as pencils, pens, etc. Students should not be confined to only writing on paper give students the opportunity to explore different writing surfaces such as; paper of various sizes, on easels, on walls, dry-erase boards and chalkboards, magnetic surfaces, tables, trays, etc. 


 

Self Directed Reading:

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Similar to independent writing, self-directed reading is aimed at students learning to explore what they like. Students need to be able to explore different reading genre's, book topics, modalities of literature, etc. Students need to expand on their interests and 'want to read' not be 'forces to read' based on the expectations of their parents and/or teachers; "it is essential that students with signifigant disabilities have daily opportunities for self-directed reading, with the teacher providing a variety of supports and encouragement,. The point of learning to read is to be able to read for comprehension for one's chosen purposes" (Erickson & Koppenhaver, 2020). 

 

Alphabetic and Phonological Awarness

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When children have alphabetic awareness, they are able to understand that letters are resented by individual sounds. When children have phonological awareness, they are able to manipulate the different sound structures of words. Both alphabetic and phonological awareness are fundamental in learning to read and write. To develop these two literacy skills, students need to receive explicit targeted instruction in alphabet instruction, which consists of devoted instruction for 10 minutes a day focused on one letter. If students are exposed to one letter a day, they will be able to repeat the cycle of learning alphabetic awareness 6 times throughout the school year. 

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Click Here to Read More from Jones and colleagues (2013) detailing the 26 day alphabet cycle.