Seven classrooms of students with deaf-blindness or visual and multiple impairments were observed to document the emergent literacy supports that were present, including environmental characteristics, strategies, or activities. The findings revealed that the majority of classrooms used emergent literacy supports that were previously documented for students without disabilities. Implications for practice and suggestions for future research are discussed.
Get full access to this article
View all access options for this article.
References
1.
AngrosinoM. V., & Mays de PerezK. A. (2000). Rethinking observation. In DenzinN. K., & LincolnY. S. (Eds.), Handbook of qualitative research (2nd ed.) (pp. 673–702). Thousand Oaks, CA: Sage.
2.
BogdanR. E., & BiklenS. K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). Boston: Allyn & Bacon.
3.
GenisioM., & DrecktrahM. (1999). Emergent literacy in an early childhood classroom: Center learning to support the child with special needs. Early Childhood Education Journal, 26, 225–231.
4.
HunterP. C. (2004). Classroom libraries. Instructor, 113, 36–42.
5.
JorgensenD. L. (1989). Participant observation: A methodology for human studies.Thousand Oaks, CA: Sage.
6.
JusticeL. M., & PullenP. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidenced-based approaches. Topics in Early Childhood Special Education, 23, 99–113.
7.
LangleyM. B. (2000). Strategies for teaching literacy skills to students with visual impairments and additional disabilities. In HolbrookA. J., & HolbrookM. C. (Eds.), Foundations of education (2nd ed.) (pp. 323–325). New York: AFB Press.
8.
LoflandJ. (1971). Analyzing social settings: A guide to qualitative observation and analysis.Belmont, CA: Wadsworth.
9.
McKenzieA. R. (2007). The use of learning media assessments with students who are deaf-blind. Journal of Visual Impairment & Blindness, 101, 587–600.
10.
McKenzieA. R. (2009). Unique considerations for assessing the learning media of students who are deaf-blind. Journal of Visual Impairment & Blindness, 103, 241–245.
11.
MilesM. B., & HubermanA. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
12.
MillerW. (2000). Strategies for developing emergent literacy.Boston: McGraw-Hill.
13.
MorrowL. M. (2001). Literacy development in the early years: Helping children read and write (4th ed.). Boston: Allyn and Bacon.
14.
MorrowL. S., & WeinsteinC. S. (1986). Encouraging voluntary reading: The impact of literature programs on children's use of library corners. Reading Research Quarterly, 21, 330–346.
15.
No Child Left Behind Act, 34 C.F.R. § 200, 1201 (2001).
16.
RoskosK., & NeumanS. (1994). Play settings as literacy environments: Their effects on children's literacy behavior. In LancyD. F. (Ed.), Children's emergent literacy: From research to practice (pp. 251–264). Westport, CT: Praeger.
17.
RoskosK., & NeumanS. (2001). Environment and its influence for early literacy teaching and learning. In NeumanS. B., & DickinsonD. K. (Eds.), Handbook for early literacy research (pp. 281–292). New York: Guilford Press.
18.
RubinH. S., & RubinI. S. (1995). Qualitative interviewing: The art of hearing data.Thousand Oaks, CA: Sage.
19.
SangerJ. (1996). The compleat observer? A field research guide to observation.New York: Routledge.
20.
SodermanA. K., GregoryK. M., & O'NeillL. T. (1999). Scaffolding emergent literacy: A child-centered approach for preschool through grade 5.Boston: Allyn & Bacon.
21.
StakeR. E. (1995). The art of case study research.Thousands Oaks, CA: Sage.
22.
StricklandD., & CullinanB. (1990). Afterword. In AdamsM. J. (Ed.), Beginning to read (pp. 425–434). Cambridge, MA: MIT Press.
23.
SulzbyE., & TealeW. (1991). Emergent literacy. In BarrR., KamilM. L., MosenthalP., & PearsonP. D. (Eds.), Handbook of reading research (Vol. 2, pp. 727–757). New York: Longman.
U.S. Department of Education. (2002). Policy guidance for the Reading First program.Washington, DC: Author.
26.
YandenD. B., RoweD. W., & Mac-GillivrayL. (1999). Emergent literacy: A polyphony of perspectives.Ann Arbor: Center for the Improvement of Early Reading Achievement, University of Michigan.
27.
YinR. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage.
