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Remedial and Special Education
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What's this?

Literacy for Students With Severe Developmental Disabilities

What Should We Teach and What Should We Hope to Achieve?

Diane Browder

University of North Carolina at Charlotte, dbrowder{at}uncc.edu

Susan Gibbs

University of North Carolina at Charlotte

Lynn Ahlgrim-Delzell

University of North Carolina at Charlotte

Ginevra R. Courtade

West Virginia University

Maryann Mraz

University of North Carolina at Charlotte

Claudia Flowers

University of North Carolina at Charlotte

The purpose of this article is to propose a conceptual foundation for early literacy instruction for students with severe developmental disabilities. The two primary outcomes in the conceptual model are (a) enhanced quality of life through shared literature and (b) increased independence as a reader. Guidelines are offered for promoting shared literature by increasing opportunities for accessing literature and teaching access skills to students. For increasing students’ independence as readers, recommendations are provided on teaching the components of reading outlined by the National Reading Panel. The proposed model will help develop guidance on the strategies for literacy instruction for students with severe developmental disabilities.

Key Words: literacy • literacy instruction • students with severe developmental disabilities

This version was published on September 1, 2009

Remedial and Special Education, Vol. 30, No. 5, 269-282 (2009)
DOI: 10.1177/0741932508315054
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