Emergence of Literacy in Preschool Children with Disabilities

Abstract

The purpose of this investigation was to explore and document ways in which behaviors indicative of emerging literacy may be promoted in a group of preschool children ( n=14; mean CA=5.2) with mild to moderate disabilities. Classroom procedures included immersing the children in a literature-rich environment with multiple daily readings by adults of a small number of familiar and predictable books. Structured techniques were used to encourage the children independently to interact with books. Results indicate that the literacy development of children with disabilities, like youngsters without disabilities, can be influenced through classroom curriculum and procedures.