Natural Emergent Literacy Supports for Preschoolers with Autism and Severe Communication Impairments
By D. Koppenhaver, K. Erickson. 2003
109 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/17082cbdfdd6a2b5cf072affa4e72f7cadf2d893
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
In Developmental and Educational Psychology
- D. Browder
- Claudia Flowers
- Ginevra Courtade
- L. Ahlgrim-Delzell
- S. R. Copeland
- Elizabeth B. Keefe
- Susan L. Gibbs
- F. Spooner
In Education
- D. Browder
- L. Ahlgrim-Delzell
- S. R. Copeland
- Claudia Flowers
- Elizabeth B. Keefe
- Susan L. Gibbs
- Ginevra Courtade
Citations in the corpus
- What is Literacy? The Power of a Definition (2011, background): “Traditional conceptualizations of literacy have resulted in the segregation of students with extensive needs for support and a lack of opportunity to develop literacy skills or access the general education curriculum (Katims, 1994; Koppenhaver & Erickson, 2003; Mirenda, 2003; Ryndak et al., 1999).”
- Literacy for Students With Severe Developmental Disabilities (2009, background): “Koppenhaver and Erickson (2003) describe providing “print-rich environments, a variety of reading and writing tools, and time for children to explore their use with and without adult supervision” (pp.”