Literacy for Students With Severe Developmental Disabilities

Abstract

The purpose of this article is to propose a conceptual foundation for early literacy instruction for students with severe developmental disabilities. The two primary outcomes in the conceptual model are (a) enhanced quality of life through shared literature and (b) increased independence as a reader. Guidelines are offered for promoting shared literature by increasing opportunities for accessing literature and teaching access skills to students. For increasing students’ independence as readers, recommendations are provided on teaching the components of reading outlined by the National Reading Panel. The proposed model will help develop guidance on the strategies for literacy instruction for students with severe developmental disabilities.