Effective Literacy Instruction for Learners with Complex Support Needs, Second Edition

Volume Editors: Susan R. Copeland, Elizabeth B. Keefe

Format: Paperback, 400 pages, 8.5 x 11.0
ISBN: 9781681250595
Price: $49.95

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Description

What are today's best methods for teaching literacy skills to students with complex support needs—including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators.

Developed by Copeland and Keefe, the experts behind the landmark book Effective Literacy Instruction for Students with Moderate or Severe Disabilities, this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. You'll discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. You'll also get the guidance you need to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life.

Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K–12 increase access to literacy and prepare all learners for successful communication, employment, and community life.

WHATS NEW
  • New section on literacy as a human right for all learners (the “why” of instruction)
  • Chapters on how to design engaging learning environments
  • Cutting-edge guidance on today's assistive technology and augmentative and alternative communication
  • A dedicated chapter on how to use national and state standards in designing instruction
  • Recommendations for adapting books and other materials to increase all learners' access
  • Chapters on combining literacy and the arts to enhance student engagement
  • More on literacy beyond high school, including community-based learning opportunities
SELECTED TOPICS COVERED: language and communication * phonics instruction * vocabulary * fluency * writing instruction * universal design for learning * instruction for English language learners * standards-based IEPs * differentiated instruction * low- and high-tech text adaptations * music and drama in literacy learning * literacy in postsecondary education * literacy in employment settings


Reviews

Review by: Laura Justice, EHE Distinguished Professor of Educational Psychology and Executive Director of the Crane Center for Early Childhood Research and Policy, The Ohio State University
“Bravo! [This book] is a must-have resource for all professionals who work with children and adolescents with significant disabilities. The authors have done an outstanding job of drawing upon current rigorous research to identify practical, effective strategies for improving literacy skills in this population. This will be a critical resource in my own professional library.”

Table of 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
Susan R. Copeland, Elizabeth B. Keefe, and Ruth Luckasson
  • What Is Literacy?
  • The Power of Literacy
  • Literacy for Learners With Complex Support Needs
  • Guidelines for Literacy Instruction
Chapter 2 Developing Language and Communication
Ann-Marie Orlando and Julia Scherba de Valenzuela
  • 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
Julia Scherba de Valenzuela
  • 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
  • Legal Obligations to Ensure Equal Educational Access for English Language Learners
  • Planning Instruction for English Language Learners With Complex Support Needs
Chapter 4 Inclusive Literacy Instruction: State and National Standards and Beyond
Deborah A. Taub, Jessica Apgar McCord, and Michael Burdge
  • 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
Jessica Apgar McCord, Ann-Marie Orlando, Elizabeth B. Keefe, and Stephanie Nieto
  • 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
Susan R. Copeland, Sharon L. Head, and Heather DiLuzio
  • 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
Pamela Williamson, Christina R. Carnahan, Jeongae Kang, and Turki S. Alzahraney
  • 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!
Elizabeth B. Keefe, Phyllis M. Robertson, and Karen M. Potter
  • 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
Susan R. Copeland, Sharon L. Head, and Heather DiLuzio
  • 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
Kristie Asaro-Saddler
  • 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
Megan H. Foster, Jessica Apgar McCord, and Elizabeth B. Keefe
  • 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
Laurel Lane and Andrea L. Ruppar
  • 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
Laurel Lane
  • 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
Megan M. Griffin, Laurel Lane, Tammy Day, and Elise McMillan
  • 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?
Elizabeth B. Keefe, Susan R. Copeland, Ruth Luckasson, and Diane Ryndak
  • Summary of Major Themes
  • How Our Book Can Be Used
  • Welcoming Everyone to the Literate Community
Supplementary Materials
  • Myths and Facts
  • Case Studies
Index

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