Universal Design Principles for Multimodal Representation in Literacy Activities for Preschoolers

Abstract

The article demonstrates how to use the multimodal and multisensory representation principle of Universal Design for Learning (UDL) to increase access to storybook reading for diverse groups of preschoolers with extensive support needs (ESN). Storybook reading is an essential part of instruction in early childhood education. Utilizing UDL-inspired book boxes, children of all ability levels can partake in the activity in a meaningful manner. Multimodal representation, such as use of tangible or abstract items (e.g.: photos, miniatures, real items) or sensory experiences (e.g.: essential oils, food items, braille, physical movement) allow children to engage with stories in an enhanced manner. Book boxes can assist in developing concepts related to social emotional growth, social skills, functional living skills, environmental concepts, and vocabulary presented in books.

Expanding Shared Reading: Integrating Expansive Literacy and Translanguaging Strategies to Support Multilingual Learners Who Communicate Using AAC

“…In a review of recent literature, Toews and colleagues (2021) found evidence that shared reading instruction supported comprehension, vocabulary, and early literacy skill development for students with extensive support needs. Other sources have recommended shared reading instruction as a tool for developing expressive language (Towson et al, 2021) and for maintaining heritage languages and extending concepts across languages (Fundelius et al, 2023). With the increased availability of bilingual texts and the whole group style of instruction, educators can take steps before, during, and after shared reading instruction to plan inclusive lessons that strengthen language and comprehension skills in MLs who use AAC.…”

“…However, teachers can supplement vocabulary instruction by using visuals, object representations, or low-tech forms of AAC during literacy lessons. Concrete and visual representations contextualize target vocabulary and scaffold understanding for learners with significant support needs (Fundelius et al, 2023) and MLs (Souto-Manning, 2016).…”