Summer is a time for development at DTA Schools. This summer we are busy updating both our Classroom Communication Goals Grid and the Communication Supports Checklist for Special Education Teachers. Both of these tools consider literacy learning for students with special needs. We are concerned with literacy development because communication is not just expression by speech or AAC and listening, but is equally dependent on writing and reading skills. The resources I’m most interested in are:
In recent years, the Science of Reading (SOR) has been widely embraced across the United States as a robust, evidence-based approach to literacy instruction. The Science of Reading (SOR) is comprehensive and deeply well-informed, but it needs some thoughtful adaptations to be fully inclusive. Teachers need practical, actionable ideas to create literacy instructional strategies and materials that reach every learner. Fortunately these ideas, strategies and materials are readily available if you know where to look! Several great places to begin are “Comprehensive Literacy for All" by David Koppenhaver and Karen Erickson, "Accessible Literacy Learning" (ALL) by Drs. Janice Light and David McNaughton, and the Readtopia curriculum, developed by Don Johnston Inc, and informed by leaders in literacy and AAC.
Phonemic Awareness and Phonics
Multi-sensory approaches, integration of AAC tools, and engagement in interactive activities support these foundational literacy skills for students with complex communication needs. Just like their peers, our complex communicators also need systematic, explicit instruction with visual supports and hands-on activities.
Fluency
Tailored Fluency Practices: Fluency can look different for each student. Repeated text exposure, modeling fluent reading, and providing ample practice opportunities are key. Technology, such as text-to-speech software, can be a great ally here, offering support and enhancing fluency practice.
Vocabulary
Rich, Contextual Learning: Vocabulary development thrives in meaningful contexts. Using visual supports, social stories, and interactive activities can make vocabulary lessons come alive. This approach helps all students, regardless of their abilities, to grasp and retain new words.
Comprehension
Visual and Experiential Aids: Comprehension can be a challenging area, but tools like graphic organizers and story maps can make a big difference. Incorporating students' interests and real-life experiences into reading activities makes comprehension more engaging and relevant.
Practical Classroom Adaptations
Alternative Pencils: For students with sensorimotor challenges, alternative pencils are a game-changer. These tools provide accessible ways for students to engage in writing activities, making literacy instruction more inclusive.
Interest-Based Learning: Tailoring literacy skills to a student’s interests can make learning more motivating. If a student with autism has a special interest in trains, incorporating train-related content into literacy activities can keep them engaged and eager to learn.
Bridging the Gap: Expert Perspectives
Experts like David Koppenhaver, Karen Erickson, Caroline Musselwhite, Janice Light, David McNaughton and Trish Johnson,emphasize the importance of integrating comprehensive literacy approaches with the foundational elements of the Science of Reading. "Comprehensive Literacy for All" by Erickson and Koppenhaver, and "Accessible Literacy Learning" by Light and McNaughton embody this integration, adapting SOR principles to create accessible, effective literacy instruction.
The National Reading Panel’s report, "Teaching Children to Read," lays the groundwork for SOR with its evidence-based assessment of reading research. This foundational work informs the strategies employed by Erickson, Koppenhaver, Light, McNaughton, and Musselwhite, ensuring that their adaptations are both research-backed and practical for diverse learners.
Readtopia: A Comprehensive Curriculum
Readtopia is another valuable resource that aligns with these principles. Designed for students with complex learning needs, Readtopia integrates SOR components into its curriculum by offering:
- Engaging Content: Readtopia provides a wealth of multimedia content and interactive lessons that captivate students’ interests and motivate learning.
- Differentiated Instruction: The curriculum includes various levels of text complexity and scaffolded supports to meet each student's unique needs.
- Multisensory Learning: Readtopia leverages visual, auditory, and kinesthetic activities to reinforce literacy concepts, ensuring students engage with the material in multiple ways.
- Evidence-Based Strategies: Aligning with SOR principles, Readtopia uses research-backed methods for teaching phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Aligning with the Science of Reading
"Comprehensive Literacy for All," "Accessible Literacy Learning," and Readtopia align beautifully with SOR principles while making necessary modifications to ensure inclusivity:
- Evidence-Based Practices: These resources are rooted in research-backed strategies, ensuring they align with the foundational elements of SOR.
- Multisensory Instruction: Recognizing the benefits of multisensory learning, these resources adapt traditional literacy instruction to include visual, auditory, and tactile elements.
- Individualized Learning: Differentiated instruction is emphasized, tailoring teaching methods to meet the unique needs of each student.
- Assistive Technology Integration: Incorporating technology ensures that all students have access to the necessary tools for literacy success.
Final Thoughts
“Comprehensive Literacy for All," "Accessible Literacy Learning," and Readtopia all offer ways to adapt the components of the Science of Reading into an inclusive framework, addressing the unique challenges faced by students with significant disabilities. By learning from the expertise of leaders like David Koppenhaver, Karen Erickson, Caroline Musselwhite, Janice Light, David McNaughton, and Trish Johnson, we can ensure that every student receives high-quality, evidence-based literacy instruction tailored to their needs.
I know I still have a lot to learn about literacy, even after considering it for the past 3 decades. Following the examples, research and recommendations of these leaders, I believe we can all keep heading in the right direction towards “Literacy for All!”
