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Effective literacy instruction for learners with complex support needs / edited by Susan R. Copeland, Ph.D., BCBA-D, University of New Mexico and Elizabeth B. Keefe, Ph.D., University of New Mexico, with invited contributors.
- Format:
- Book
- Language:
- English
- Subjects (All):
- Students with disabilities--Education--United States.
- Students with disabilities.
- Language arts--Remedial teaching--United States.
- Language arts.
- Physical Description:
- 1 online resource (484 pages)
- Edition:
- Second edition.
- Place of Publication:
- Baltimore, Maryland ; London, [England] ; Sydney, [Australia] : Paul H. Brookes Publishing Co., 2018.
- Summary:
- Effective Literacy Instruction for Learners with Complex Support Needs provides critical information on effective literacy instruction with a multitude of practical examples. Since publication of the first edition in 2007, there has been an upsurge in research on literacy instruction for ages K-12. Because practice in the classroom does not always reflect this new knowledge, Copeland and Keefe have updated this reference to be applicable to students with a variety of disabilities, including autism, intellectual disabilities, and multiple disabilities requiring complex support needs. New to this edition is content on literacy as a human right, combining literacy and the arts, and literacy opportunities in the community for learners beyond K-12.
- Contents:
- Cover
- Title Page
- Copyright
- Contents
- About the Forms
- About the Editors
- About the Contributors
- Acknowledgments
- Introduction
- Section 1: The Foundations of Literacy as a Human Right
- Chapter 1. Literacy for All
- What Is Literacy?
- The Power of Literacy
- Literacy for Learners With Complex Support Needs
- Guidelines for Literacy Instruction
- Chapter 2. Developing Language and Communication
- Learning to Communicate: Monica
- Navigating Literacy in Multiple Forms
- What Is Communication?
- Levels of Communication Development
- What Is Language?
- Challenges in Developing Communication, Language, and Literacy
- Promoting Communication, Language, and Literacy
- Chapter 3. Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction
- A True 21st-Century Child: Vicente
- Language Variation Is a Normal Part of the Human Condition
- Terms Used to Describe Different Groups of Students
- Different Avenues to Bilingual Development
- The Case for Supporting Bilingualism for Students With Complex Support Needs
- Planning Instruction for English Language Learners With Complex Support Needs
- Chapter 4. Inclusive Literacy Instruction: State and National Standards and Beyond
- High Expectations for All Students
- The Purpose of Education-Or, What Do You Believe and Why Does It Matter?
- Understanding the Standards
- Implementing Standards: Opportunity to Learn
- Typical Literacy Instruction With Universal Design for Learning
- But What About the Individualized Education Program?
- Chapter 5. Creating Accessible, Rich, and Engaging Literacy Environments
- Two Classrooms
- Overview: Universal Design for Learning
- Accessible Literacy Tools
- Information Processing in Classroom Environments
- Specific Instructional Examples.
- Putting It All Together to Create a Universal Design for Learning Classroom
- Section 2: Evidence-Based Comprehensive Literacy Instruction
- Chapter 6. Getting the Point: Comprehension Instruction
- What Is Reading Comprehension?
- Assessing Comprehension Skills
- General Principles of Reading Comprehension Instruction
- Planning Instruction: Strategies to Use Before, During, and After Reading
- Chapter 7. A Broader Approach to Fluency
- Learning to Read: Emma
- What Is Reading Fluency and Why Is It Important?
- Toward a Theory of Reading Fluency for Students with Moderate and Severe Disabilities
- Assessment of Reading Fluency
- Fluency Instruction
- Chapter 8. Words, Glorious Words!
- The Importance of Vocabulary Instruction
- What Is Vocabulary?
- Research on Vocabulary Instruction for Students With Complex Support Needs
- Considerations for Assessment: What Does It Mean to "Know" a Word?
- Instructional Practices: Setting Goals and Choosing Words
- Instructional Practices: Teaching Vocabulary
- Chapter 9. What's the Word? Word Recognition Instruction
- Word Recognition: A Means to an End
- What Happens When We Recognize a Word in Print?
- Early Reading Skills and Word Recognition: Teaching Emergent Literacy Learners
- Phonological and Phonemic Awareness and the Alphabetic Principle
- Effective Phonics Instruction
- Beyond Decoding: Learning to Recognize Sight Words
- Effective Sight-Word Instruction
- Chapter 10. Conveying Your Message: Writing Instruction
- An Emerging Writer: Danielle
- Why Teach Students to Write?
- What Is Writing?
- Learning to Write
- Challenges for Writers With Complex Support Needs
- Review of Current Research on Teaching Writing to Students With Complex Support Needs
- Effective Instruction for Writers With Complex Support Needs.
- Assessing the Writing of Writers With Complex Support Needs
- Chapter 11. Organizing Effective Literacy Instruction: A Framework for Planning
- Ready to Learn: Max
- Maximizing Opportunities to Learn
- A Rationale for Universally Designed Differentiated Instruction
- Planning for Instruction: Setting Expectations
- Routines That Support Universally Designed Differentiated Instruction
- Planning for Instruction: Key Considerations
- Using Authentic Text to Plan Literacy Units
- Section 3: Creating Opportunity and Access to Literacy in School and Beyond
- Chapter 12. Adapting Books and Other Literacy Genres
- A Rationale for Adapting Texts
- Research-Based Methods for Adapting Texts
- Overview: Accessing Age-Appropriate, Content-Specific Texts and Literacy Materials
- Create Access Using Wordless Picture Books
- Adapting Complex Literacy Materials: Simplify and Clarify
- Suggestions for Low-Tech Adaptations Across Varied Support Needs
- Mid-Tech and High-Tech Text Adaptations
- Chapter 13. Beyond the Common Core: Art, Music, And Creativity in Literacy Learning
- Rationale for Arts-Based Activities in Literacy Learning
- Review of the Research Literature
- Arts-Based Activities as Multisensory Formats
- The Performing Arts: Music and Drama in Literacy Learning
- Culturally Grounded Arts-Based Activities and Community Relationships in Literacy Learning
- Chapter 14. Literacy Beyond High School
- Leading a Literate Life: Maria
- The Joy of a Literate Life: Promoting Lifelong Literacy
- Promoting Literacy in Postsecondary Education
- Promoting Literacy in Community Settings
- Promoting Literacy in Employment Settings
- Chapter 15. Where Do We Go From Here?
- Summary of Major Themes
- How Our Book Can Be Used
- Welcoming Everyone to the Literate Community
- Supplementary Materials
- Myths and Facts
- Case Studies
- Index.
- Notes:
- Includes bibliographical references at the end of each chapters and index.
- Description based on print version record.
- ISBN:
- 1-68125-081-0
- 1-68125-079-9
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