AAC and Literacy

Category: LITERACY PROGRAM

  • Literacy Programs

    Emergent Literacy Programs

    White woman with short dark hair, red glasses, and a lanyard around her next stands in front of a podium with part of a slide projected behind her. Her macbook is open on the lectern and her mouth is open to speak.

    Literacy and Complex Communication Needs: Developing Language

    Website by Jane Farrall

    Video (55mins) on emergent literacy for students with complex needs with an emphasis on writing. Great exposure to more detailed look at the topic from a very knowledgeable source.

    Emergent Literacy Video

    FIve colored bullets with the large labels: Shared Reading, Writing with Adults, Writing From Adults, Writing with Letters and Sounds, and Independent Reading. Emergent Literacy title at the bottom with a graphic of a student holding a book up. Emergent Literacy Instruction written across the bottom.

    Comprehensive Literacy for ALL

    Website by Jane Farrall

    Description

    webpage

    Comprehensive Literacy for All

    Website by Jane Farrall

    Each area of emergent literacy is addressed in detail, with pages with details and resources by a well-known leader in the AAC/literacy world.

    Website

    Comprehensive Literacy for All: Literacy Intervention for ALL our Diverse Students title. An image of a school shape with a book icon in it shows the title A Comprehensive DietBuilding Literacy and Language. The pink top half of this section is above a maroon bottom half with two yellow boxes of text in the bottom section. AAC and Literacy title and Daily Emergent Interventions and Daily Conventional Interventions are titles of the yellow boxes which also include a list of 4 to 6 short phrases.

    Landscape chart with 5 columns and five rows. Each column has a colored header. the second and fourth rows have a short text entry in bold. The third and fifth rows have multiple short text entries and hyperlinks.

    Comprehensive Emergent Literacy Instruction

    E Sheldon

    Grid FIle

    Literacy for All: In conversation with Dr. Caroline Musselwhite

    by Engaging All Learners

    Dr Caroline Musselwhite supports teacher practice in the area of literacy for students with significant support needs. The 11 video clips are all under 3 minutes and each one focuses on a very specific practice related to literacy instruction.

    Good Literacy Instruction for All Students

    Explore and Understand Text

    Symbols and Learning to Read

    Word Wall

    Repetition and Variety

    Building Background Knowledge

    Reinforcement AND Informative Feedback

    Teaching and Testing Questions

    Attributing Meaning

    Engaging Older Students

    Underestimating Potential

    Video Clips

    An image of a caucasian woman with long red hair is partially covered by the youtube red play logo in the upper left corner. The video title is in the upper right followed by a short paragraph of text. The lower left shows a list of titles, each followed by two links.

    blog post with title in colorful frame, Praactical AAC June 21 is at the bottom.

    Accessible Literacy – Emergent Literacy Resources for the AAC-SLP

    by PrAACticalAAC.org

    blog post

    Integrating Comprehensive Literacy Instruction

    by AssistiveWare

    This is a nice balance of a bigger picture of literacy with some important details about what should be part of a comprehensive literacy instruction. They outline the primary elements of both emergent and conventional literacy. The post also emphasizes the role of AAC in the literacy program, so educators can see how instruction can benefit all areas.

    blog post

    The blog title is at the top followed by four short paragraphs of text with some words showing hyperlinks. Near the end the subtitle Emergent vs Conventional Literacy is in bold and followed by a short paragraph.

    Project Core is in caps and bold at the top. A menus is shown horizontally below that. The subtitle Professional Development Modules is written above two adjacent boxes. Both include a title, short amount of text, and an action button.

    Project Core Professional Development

    by Center for Literacy and Disability Studies, Department of Health Sciences, UNC-Chapel Hill

    The Project Core focuses on a flexible set of Universal Core vocabulary. The site includes learning modules and materials that show how evidence-based instructional methods are used to teach students to use Core Vocabulary for communication.

    The learning modules are free and include documents and videos on specific topics related to core vocabulary instruction. The modules range from 6 to 22 minutes in length and can be completed as a group with a facilitator or individually.

    • Professional Development Modules link
    • Professional Development Modules handout
    • About Project Core link
    • Link to Teaching Supports and Implementation Resources: link
    • Universal Core options link

    Professional Development Webpage

  • Literacy Assessments

    Literacy Assessment Tools

    Literacy Motivation Profile title with space for student identifiers followed by a 5 column chart titled Reading. Questions in column one are followed by three choices of yes, I don't know, and no for most questions then a space for observations in the last column.

    Literacy Motivation Profile

    by Gretchen Hanser and Rachel Skinner

    Two pages of questions/choices about student’s attitudes, beliefs, experiences, and opinions related to literacy.

    Profile

    All Children Can Read: Literacy Skills Checklist title. Introduction then landscape oriented chart with 10 rows and 5 columns. The first column has short description phrases, followed by spaces to select the column for yes, no, sometimes, or don't know.

    All Children Can Read Literacy Skills Checklist

    by National Center on DeafBlindness

    The checklist describes if/how often specific literacy-related behaviors are observed at home, school or in the community. At the end of each section there is information about where to locate strategies and resources to assist in developing and improving literacy skills.

    NCDB Checklist

    Six column landscape oriented chart with 6 rows. Print skills listed in column one. Each of the other 5 columns has a short text descriptor sentence. The first column is not labeled, then columns 2 and 3 are titled early emerging literacy, the next two are transitional Emerging Literacy and the last one is Early Conventional literacy. The second row shows a point value 1 through 5 for each column of descriptions along with a descriptive word for that level.

    Literacy Rubric

    by Kathy Staugler 2007

    One page rubric of literacy behaviors ranging across early emergent, transitional emergent, and early conventional skills. Areas described include:

    • phonemic awareness
    • concepts of print
    • word recognition
    • fluency
    • comprehension

    To use the rubric, start by engaging the student in story reading and/or reading related activities. Observe student’s behaviors and level of participation. Mark the space in each row that most clearly defines the student’s level of concept understanding. At the end, calculate the total points. You will use this information to determine the level of text to select to help the student move further in their skill and understanding.

    Literacy Rubric

    Interactions with Books title. First column is a list of interaction behaviors each followed by a small sets of bulleted descriptions. Each of the bullets in the six sets of behaviors is followed by three checkboxes which line up with the spaces for dates at the top of each column. A large rectangle with the title Observation Notes takes up the right side of the page.

    Emergent Literacy Behaviours Checklist

    by Literacy for All

    The checklist provides a guide to describe a student’s current behaviors related to literacy. It specifically focuses on emergent literacy skills, going beyond the most basic features to more detailed observations. It can be used periodically throughout the year to monitor progress, inform instruction and document growth. The 10 page document includes one page of items for each of the sections below:

    A. Interactions with Books
    B. Engagement in the Act of Reading
    C. Interactions During Literacy Activities
    D. Engagement in Storytelling
    E. Interactions with Symbols/Print
    F. Drawing/Writing and Representing
    G. Alphabet Knowledge
    H. Phonological Awareness

    Literacy Behaviors Checklist

    The Bridge: Foundations of Reading title at the top of the page of a landscape oriented set of charts. Each chart starts with a fill-in sentence, then the row below gives a short description in each column. The row below that shows the number value for that box. There are three sets of these fill-in response charts on the page.

    The Bridge Assessment

    by Center for Literacy and Disability Studies University of North Carolina at Chapel Hill

    The Bridge is an early literacy and language assessment framework based on observation and portfolio development/analysis. Several documents including an experimental version of the Bridge Assessment Tool can be downloaded on the linked webpage. 9 page pdf

    Bridge Assessment

    A landscape chart with 9 columns and 5 rows. The first and third row are headings for the row beneath. The other rows have short text description in each box.

    Modified Bridge Assessment

    by Erin Sheldon

    Modified Bridge Assessment

    Vocabulary Score Sheet titled vertical orientation page of three charts. Each chart has a title and 2 columns of lists of words or phrases followed by one or two lines for a short response or mark. There is a space for notes at the bottom.

    The Abecedarian Reading Assessment

    by Sebastian Wren and Jennifer Wells

    The Abecedarian was designed to provide diagnostic information about early reading skills. The 52 page document includes the administration and scoring of items in the sections below:

    • Letter Knowledge
    • Phonological Awareness
    • Phoneme Awareness
    • Alphabetic Principle
    • Vocabulary
    • Decoding

    Reading Assessment

    Literacy Goals

    Opening screen of video with words "Assessing and tracking literacy development in students with Angelman Syndrome". ASF logo is in the middle and the picture of a young girl with red hair covering part of her face and the word mailz typed underneath

    ASF Educational Webinar Series: IEP Goals for Early Literacy Development for Students

    by Angelman Syndrome Foundation

    Description

    YouTube Video

    Literacy Progress Monitoring

    Literacy Program Progress Monitoring Targets title with student and date fields. Column one has short phrases and is titled Reading Measurements. Column two has the question Could this measure be used to show progress in literacy? at the top and space for a written response.

    Book Reading Progress Options

    by Maureen Nevers

    Progress Options File