Emergent Reading

Reading aloud to children helps them acquire information and skills such as the meaning of words, how a book works, a variety of writing styles, information about their world, differences between conversations and written language, and the knowledge of printed letters and words along with the relationship between sound and print. Using different types of books assures that each child will find at least a few books that meet his or her interests and preferences. Children’s storybooks are traditional favorites for many young students. Some children may prefer to see books that have informational text such as those about animals, nature, transportation, careers, or travel. Alphabet books, picture dictionaries, and books with diagrams and overlays (such as those about the human body) catch the interest of children as well. Some children particularly enjoy books containing poetry, children’s songs and verses, or folktales. Offering different types of books also gives flexibility in choosing one or two languages in which to read a story.

Literacy Strategies for Children with Special Needs

Introducing language and literacy experiences through concrete, multisensory approaches will provide many children with disabilities with the supports they need to build the foundation for decoding words and understanding meaning. Having access to early literacy activities as part of the curriculum is key to the educational success of all children, including children with mild to severe disabilities. Each child’s unique learning needs should be considered in a comprehensive approach to early literacy.

Depending on the child’s disability, he can benefit from exposure to short books with a limited vocabulary. For young English Learners with mild to moderate disabilities, research has demonstrated that they benefit from a literacy program that:

• exposes children to letters, concepts of print, and basic phonological awareness skills,
• engages children and teachers in extended conversations,
• provides a flexible application of comprehension strategies, and
• offers children opportunities to look through or be read a variety of books and stories (Palincsar & Klenk, 1992; Ruiz, Vargas, & Beltrán, 2002).