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Reading and Literacy for Students with Significant Intellectual Disabilities Research-Based Practices for Creating Access to the General Curriculum in Reading and Literacy for Students with Significant Intellectual Disabilities Submitted by the Center for Literacy & Disability Studies University of North Carolina at Chapel Hill Karen Erickson, Ph.D., Gretchen Hanser, Ph.D., Penelope Hatch, Ph.D., Eric Sanders, M.S./CCC-SLP June 17, 2009 Literacy and Significant Intellectual Disabilities This publication was developed by the Center for Literacy and Disability Studies in the Department of Allied Health Sciences, School of Medicine at the University of North Carolina at Chapel Hill under a contract funded by the Council for Chief State School Officers (CCSSO) Assessing Special Education Students (ASES) State Collaborative on Assessment and Student Standards (SCASS). Members of the ASES workgroup reviewed this document. The views expressed herein do not necessarily represent the policies of the CCSSO. The Center for Literacy and Disability Studies (CLDS) is a center within the Department of Allied Health Sciences at the University of North Carolina at Chapel Hill. The Center’s mission is to promote literacy and communication for individuals of all ages with disabilities. It is the belief of the CLDS that disabilities are only one of many factors that influence an individual’s ability to learn to read and write and to use print throughout their life and across their living environments. All individuals, regardless of their abilities or disabilities, have the right to an opportunity to learn to read and write in order to increase and enhance their educational opportunities, vocational success, communicative competence, self-empowerment capabilities, and independence. Center for Literacy and Disability Studies 321 S. Columbia St. Ste 1100 Bondurant Hall CB # 7335, University of North Carolina at Chapel Hill Chapel Hill, NC 27599-7335 Phone: (919) 966-8566 Fax: (919) 843-3250 http://www.med.unc.edu/ahs/clds Disclosure: Faculty at the Center for Literacy and Disability Studies participated in the development of MEville to WEville: An Early Literacy and Communication Program (AbleNet, 2004). No individual at the Center or author of this monograph receives any royalties related to the sales of that or any other product included in this report. Literacy and Significant Intellectual Disabilities Table of Contents Chapter 1: Introduction________________________________________________________ 1 Students with Significant Intellectual Disabilities _______________________________________ 2 References: ______________________________________________________________________ 3 Chapter 2: Issues in Literacy and Students with Significant Intellectual Disabilities _______ 5 What Is Functional Literacy? _______________________________________________________ 7 What Is the Difference Between Accessing the General Curriculum and Learning to Read and Write? __________________________________________________________________________ 9 What Is the Role of Assistive Technology in Literacy Learning? _________________________ 11 References: _____________________________________________________________________ 15 Chapter 3: National Reading Panel Report _______________________________________ 18 What Is the Importance of the National Reading Panel Report? _________________________ 18 How Does the Report of the National Reading Panel Relate to This Monograph? ___________ 19 What Was the Process the National Reading Panel Used to Review the Research? __________ 20 How Does the Report of the National Reading Panel Relate to Students with Significant Intellectual Disabilities?___________________________________________________________ 21 Why Should We Use the Complete Report of the National Reading Panel Subgroups? _______ 22 References: _____________________________________________________________________ 23 Chapter 4: National Early Literacy Panel Report __________________________________ 25 What Is the Importance of the National Early Literacy Panel Report? ____________________ 25 How Does the National Early Literacy Panel Report Relate to Students with Significant Intellectual Disabilities?___________________________________________________________ 26 How Does the National Early Literacy Panel Report Inform This Monograph?_____________ 27 References: _____________________________________________________________________ 28 Chapter 5: Review Methods____________________________________________________ 29 Research Study Inclusion Criteria __________________________________________________ 29 Search Methods__________________________________________________________________ 29 Results of the Search _____________________________________________________________ 31 References: _____________________________________________________________________ 33 Chapter 6: Emergent Literacy __________________________________________________ 34 What is the Importance of Emergent Literacy for Students With Significant Intellectual Disabilities? _____________________________________________________________________ 36 How Does the Report of the National Early Literacy Panel Inform Our Emergent Literacy Intervention for Students with Significant Intellectual Disabilities?_______________________ 39 Literacy and Significant Intellectual Disabilities What Does the Literature (2003-Present) Tell Us About Emergent Literacy Instruction for Students with Significant Intellectual Disabilities? _____________________________________ 42 What Does the Literature (2003-Present) Tell Us About Emergent Literacy Instruction for Students with Unspecified or Less Severe Levels of Intellectual Disabilities? _______________ 43 Summary _______________________________________________________________________ 45 References: _____________________________________________________________________ 47 Chapter 7: Phonemic Awareness _______________________________________________ 50 How Does the Report of the National Early Literacy Panel Inform Our Phonemic Awareness Intervention for Students with Significant Intellectual Disabilities?_______________________ 53 How Does the Report of the National Reading Panel Inform Our Phonemic Awareness Intervention for Students with Significant Intellectual Disabilities?_______________________ 54 What Does the Literature (2003–Present) Tell Us About Phonemic Awareness Intervention for Students with Significant Intellectual Disabilities? _____________________________________ 56 What Does the Literature (2003–Present) Tell Us About Phonemic Awareness Intervention for Students with Unspecified or Less Severe Levels of Intellectual Disabilities? _______________ 59 References: _____________________________________________________________________ 62 Chapter 8: Phonics___________________________________________________________ 65 How Does the National Reading Panel Report Inform Our Phonics Instruction for Students with Significant Intellectual Disabilities? _________________________________________________ 68 What Does the Literature (2003–Present) Tell Us About Phonics Instruction for Students with Significant Intellectual Disabilities? _________________________________________________ 73 What Does the Literature (2003–Present) Tell Us About Phonics Instruction for Students with Unspecified or Less Severe Levels of Intellectual Disabilities? ___________________________ 74 Summary _______________________________________________________________________ 81 References: _____________________________________________________________________ 82 Chapter 9: Vocabulary & Word Identification _____________________________________ 85 What Is Vocabulary? _____________________________________________________________ 85 What Is Word Identification? ______________________________________________________ 86 What Is the Significance of the Distinction Between Vocabulary and Word Identification for Students with Significant Intellectual Disabilities? _____________________________________ 87 What Does the Literature (2003–Present) Tell Us About Word Identification Instruction for Students with Significant Intellectual Disabilities? _____________________________________ 88 What Does the Literature (2003–Present) Tell Us About Word Identification Instruction for Students with Unspecified or Less Severe Levels of Intellectual Disabilities? _______________ 89 Summary _______________________________________________________________________ 92 References: _____________________________________________________________________ 93 Chapter 10: Comprehension ___________________________________________________ 97 Reading Comprehension Instruction ________________________________________________ 98 Literacy and Significant Intellectual Disabilities How Does the Report of the National Reading Panel Inform Our Comprehension Instruction for Students with Significant Intellectual Disability? ______________________________________ 99 What Does the Literature (2003-Present) Tell Us About Our Comprehension Instruction for Students with Unspecified or Less Severe Levels of Intellectual Disabilities? ______________ 103 Summary ______________________________________________________________________ 106 References: ____________________________________________________________________ 108 Chapter 11: Fluency ________________________________________________________ 111 How Does the Report of the National Reading Panel Inform our Phonemic Awareness Intervention for Students with Significant Intellectual Disabilities?______________________ 111 What Does the Literature (2003–Present) Tell Us About Fluency for
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