Literacy for Students With Severe Developmental Disabilities

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Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students with Extensive Support Needs (2011, background): “Evidence-Based Practice in Special Education Cook and Schirmer (2006) stated the use of individualized instruction and effective teaching practices separates special education from general education and the ability of special educators to distinguish effective from ineffective practices is critical ”
What is Literacy? The Power of a Definition (2011, background): “As indicated by Browder et al. (2006) in their review of research on reading instruction for students with significant cognitive disabilities, functional sight word approaches have dominated the research in the area of reading for this population and propose a need for a wider range of research.”
Using Read-Alouds of Grade-Level Biographies and Systematic Prompting to Promote Comprehension for Students With Moderate and Severe Developmental Disabilities (2012, methodology): “Browder et al. (2009) described a conceptual model for literacy in which students with moderate and severe developmental disabilities have opportunities to learn to read through intense, effective instruction as well as opportunities to gain meaning from text through listening comprehension. Many ol”