Literacy, development and disabilities: are we moving in the right direction?

Weikle, Bobbie; Hadadian, Azar

doi:10.1080/0300443042000187149

Cited by 7 publications

(8 citation statements)

References 57 publications

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“…They also suggested that language is one of those important skills in children's literacy acquisition. The connection between literacy development and language is supported by several longitudinal studies (e.g., Bishop & Adams, 1990;Scarborough, 1989;Weikle & Hadadian, 2004) that have indicated a relationship between early oral language abilities and later reading proficiency in children who are typically developing, reading-delayed, and/or languagedelayed. Because DR focuses on developing children's expressive language skills, it can be an important strategy for addressing the emergent literacy development in young children who may be at risk due to their developmental and/or socioeconomic status.…”

mentioning

confidence: 92%

“…With the passage of the No Child Left Behind Act of 2001 and the reauthorization of the Individuals With Disabilities Education Act in 2004, special educators are facing growing demands to develop children's language and literacy skills through evidence-based practices. Given the developing body of research supporting the premise that literacy begins at infancy (Weikle & Hadadian, 2004), intervention should begin as early as possible with young children who may be at risk for future illiteracy due to poverty, developmental delays, and/or disabilities. To that end, educators need to seek intervention strategies that are grounded in a welldeveloped body of research.…”

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confidence: 99%

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Developing Children's Oral Language Skills through Dialogic Reading

Flynn¹

2011

TEACHING Exceptional Children

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Mrs. Thomas was a lead teacher in a public prekindergarten classroom where slightly more than half of her students were eligible for special education services due to a developmental delay (DD), language impairment (LI), or some other diagnosed disability. The remaining students qualified for public prekindergarten via the Title I School Readiness program based on their families' poverty status. Thus, Mrs. Thomas was aware of the at-risk nature of her students and their varying levels of ability. Despite having students with DD and/or LI in her classroom, the district did not provide additional speech and language therapy for these children, even if they had language goals on their individualized education programs (IEPs). Although Mrs. Thomas had over 20 years of experience with prekindergarten and kindergarten children and certifications for both early childhood education and K-12, she did not have special education certification. However, she was very familiar with the IEP process and had worked with a number of students with varying disabilities. Concerned about her students' language development and how to handle their varying levels of language ability, she turned to the What Works Clearinghouse, the online web site of the Institute of Education Sciences (IES) for evidencebased practices. She learned that dialogic reading has had very positive effects for language development in young children in a variety of settings (U.S. Department of Education, 2007), so she decided to implement the strategy in her classroom.

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confidence: 92%

mentioning

confidence: 99%

Developing Children's Oral Language Skills through Dialogic Reading

Flynn¹

2011

TEACHING Exceptional Children

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“…Alanyazında, özellikle erken çocukluk döneminde normal gelişim gösteren ve/veya özel gereksinimli çocukların okuryazarlık becerilerinin okul dışında da desteklenmesine yönelik ve sadece okul merkezli öğretimden çok daha üretici bir düşünce olan, ebeveynlerin de eğitim sürecine katılımı ile çocukların okuryazarlık kazanımının sağlanmasının önemini gösteren gerek kuramsal gerek uygulamalı araştırmalar bulunmaktadır (Kayser, 2006;Lerner, 2000;Li, 2003 Weikle & Hadadian, 2004).…”

Section: Okuryazarlık Ve İlişkili Kavramlarunclassified

Okuryazarlık Sürecinde Aile Katılımının Rolü

Gül¹

2007

Ankara Universitesi Egitim Bilimleri Fakultesi Ozel Egitim Dergisi

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Okuryazarlık becerisi, özel gereksinimli bireylerin toplumsal yaşama etkin olarak katılımlarını ve yaşam kalitelerini arttırmayı sağlayabilecek becerilerin başında gelmektedir. Ancak, okuryazarlık sadece örgün eğitim sırasında kazanılan okuma yazma becerileri ile sınırlı değildir. Okuma yazma becerilerinin belirli amaçlara yönelik olarak, farklı ortamlarda ve durumlarda, kendiliğinden kullanılması anlamına gelen okuryazarlık becerisinin kazanılması, normal gelişim gösteren ve/veya özel gereksinimli çocuklar için toplumsal yaşamı kolaylaştırıcı bir öğedir. Okulda verilen eğitimin yanı sıra ev yaşantısında sunulan olanaklar aracılığıyla, okul ve ev arasında işbirliğine dayalı bir yaklaşımın benimsenmesi, okuryazarlık ve ilgili becerilerin gelişmesinde önemli rol oynamaktadır. Bu makalede, okuryazarlık becerisinin kavramsal içeriği ile normal gelişim gösteren ve özel gereksinimli bireylerin okuryazarlık sürecinde aile katılımını arttırmaya yönelik yaklaşımlar, ilgili alanyazın çalışmaları eşliğinde tartışılmıştır.

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“…The differences that were found between the children with cerebral palsy and children without disabilities could largely be explained by the physical and accompanying disabilities of the children and not by differences in intellectual capacities. Previous studies indicate that for children with ID, the HLE is different from that of typically developing children ( Weikle & Hadadian 2004). These children have fewer literacy materials to interact with than their peers without ID (Marvin 1994;Trenholm & Mirenda 2006), are read to less frequently, and during storybook reading interactions, the main behaviours of their parents are pointing to and/or labelling pictures.…”

Section: Introductionmentioning

confidence: 97%

“…These children develop language slower than typically developing children, but seem to follow the same developmental steps (Bates et al 1995), thus having language abilities that are at the level of their mental age (MA) (Chapman 1997;Rondal 2001). Besides cognitive and speech disabilities, the home literacy environment (HLE) may also play an important role in their language and literacy development ( Weikle & Hadadian 2004).…”

Section: Introductionmentioning

confidence: 99%

Home literacy environment of pre‐school children with intellectual disabilities

Schuit

Peeters

Segers

et al. 2009

J intellect Disabil Res

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From the results of the multivariate analyses of variance it could be concluded that the HLE of children with ID differed from that of children in the chronological age group on almost all aspects. When compared with children in the MA group, differences in the HLE remained. However, differences mainly concerned child-initiated activities and not parent-initiated activities. Correlation analyses showed that children's activities with literacy materials were positively related with MA, productive syntax and vocabulary age, and book orientation skills. Also, children's involvement during storybook reading was related with their MA, receptive language age, productive syntax and vocabulary age, book orientation and rapid naming of pictures. The amount of literacy materials parents provided was related to a higher productive syntax age and level of book orientation of the children. Parent play activities were also positively related to children's speech intelligibility. The cognitive disabilities of the children were the main cause of the differences found in the HLE between children with ID and children without disabilities. Parents also adapt their level to the developmental level of their child, which may not always be the most stimulating for the children.

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Literacy, development and disabilities: are we moving in the right direction?

Cited by 7 publications

References 57 publications

Developing Children's Oral Language Skills through Dialogic Reading

Developing Children's Oral Language Skills through Dialogic Reading

Okuryazarlık Sürecinde Aile Katılımının Rolü

Home literacy environment of pre‐school children with intellectual disabilities

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