NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ889360
Record Type: Journal
Publication Date: 2008
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1540-7969
Joining the Literacy Flow: Fostering Symbol and Written Language Learning in Young Children with Significant Developmental Disabilities through the Four Currents of Literacy
Kliewer, Christopher
Research and Practice for Persons with Severe Disabilities (RPSD), v33 n3 p103-121 Fall 2008
This article is both an ethnographic and an action-based description of how excellent early childhood teachers in seven inclusive preschool and kindergarten classrooms fostered the developing literacy profiles of young children with significant developmental disabilities alongside their typically developing peers through active, engaging, social means. I have developed four broad themes, described here as currents, that support the meaning-based literacy-learning of children still commonly cast as intrinsically incapable of literate citizenship, using participant observation; in-depth interviews with teachers, therapists, and parents; the implementation of increasingly responsive, systematic literacy-based themes, opportunities, and activities into certain inclusive classrooms; and the development of process-oriented portfolio documentation. Important findings include the following: (a) children with significant developmental disabilities can join the early childhood literacy flow; (b) they do so through interactive means; and (c) spoken language need not serve as the foundation of written language learning. (Contains 3 tables.)
TASH. 1025 Vermont Avenue 7th Floor, Washington, DC 20005. Tel: 202-263-5600; Fax: 202-637-0138; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A