This article describes an emergent literacy project with 6- through 11-year-old students with mental, physical, language, and/or behavioral impairments. The authors designed a developmentally appropriate curriculum, engaged students in informal language-learning activities, and modeled enjoyable literacy activities. Students were given ownership of their work, opportunities for practice, and im mediate feedback. Students demonstrated increased engagement in literacy activities, tremendous growth in language and literacy, enhanced self-esteem, and more appropriate classroom behavior.
Get full access to this article
View all access options for this article.
References
1.
Brazee, P., & Haynes, S. (1989). Special education and whole language: From an evaluator's view point. In K. Goodman, Y. Goodman, & W. Hood, (Eds). The whole language evaluation book (pp. 249–260). Portsmouth, NH: Heinemann.
2.
Bullock, J. (1992, Spring). Learning through play. Day Care and Early Education, pp. 16–18.
3.
Butler, S., & Cox, B. (1990). Writing with a microcomputer in grade one. (ERIC Document Reproduction Service No. ED 4941807)
4.
Cambourne, B. (1988). The whole story: Natural learning and the acquisition of literacy in the classroom.Auckland, New Zealand: Ashton Scholastic.
5.
Chaney, C. (1990). Evaluating the whole language approach to language arts: The pros and cons. Language, Speech, and Hearing Services in Schools, 21, 244–249.
6.
Crowley, P. (1989). They'll grow into `em: Evaluation, self-evaluation, and self-esteem in special education. In K. Goodman, Y. Goodman, & W. Hood, (Eds.), The whole language evaluation book (pp. 237–247). Portsmouth, NH: Heinemann.
7.
Cutting, B. (1991, May). Tests, independence, and whole language. Teaching Pre-K-8, pp. 64–66.
8.
Dickinson, D. K. (1986). Cooperation, collaboration, and a computer: Integrating a computer into a first-second grade writing program. Research in the Teaching of English, 20(4), 357–378.
9.
Eastman, W. (1992, Summer). The values and purposes of human movement. Day Care and Early Education, pp. 21–24.
10.
Fields, M., Spangler, K., & Lee, D. (1991). Let's begin reading right: Developmentally appropriate beginning literacy.New York: Macmillan.
11.
Froese, V. (1991). Introduction to whole-language teaching and learning. In V. Froese, (Ed.), Whole-language: Practice and theory (pp. 1–16). Needham Heights, MA: Allyn & Bacon.
12.
Garvey, C. (1977). Children's play.Cambridge, MA: Harvard University Press.
13.
Glazer, J. (1991). Literature for young children (3rd ed.). New York: Macmillan.
14.
Goodman, K. (1986). What's whole in whole language?Portsmouth, NH: Heinemann.
15.
Grace, C. (1992). The portfolio and its use: Developmentally appropriate assessment of young children.Urbana, IL: Clearinghouse on Elementary and Eary Childhood Education.
16.
Heath, S.B. (1983). Ways with words.New York: Cambridge University Press.
17.
Hoffman, P. (1990). Spelling, phonology, and the speech-language pathologist: A whole language perspective. Language, Speech, and Hearing Services in Schools, 21, 238–243.
18.
Hollingsworth, P., & Reutzel, D. (1988). Whole language with LD children. Academic Therapy, 23, 477–481.
19.
Honig, A., & Lansburgh, T. (1991, Summer). The tasks of early childhood: The development of self-control---Part II. Day Care and Early Education, pp. 21–26.
20.
Jalongo, M. (1988). Young children and picture books: Literature from infancy to six.Washington, DC: National Association for the Education of Young Children.
21.
Kostelnick, M. (1993). Myths associated with developmentally appropriate programs. In K. Paciorek & J. Munro (Eds.), Annual editions: Early childhood education 93/94 (pp. 111–113). Guilford, CT: Dushkin.
22.
Kostelnik, M., Stein, L., & Whiren, A. (1988, Fall). Children's self-esteem: The verbal environment. Childhood Education, pp. 29–32.
23.
Lynch, P. (1986). Using big books and predictable books.New York: Scholastic, Inc.
24.
Modica, M. (1992, Summer). A positive approach to discipline in an early childhood setting. Day Care and Early Education, pp. 32–34.
25.
Poplin, M.S. (1988). Holistic/constructivist principles of the teaching/learning process: Implications for the field of learning disabilities. Journal of Learning Disabilities, 21, 389–400.
26.
Rhodes, L., & Dudley-Maring, C. (1988). Readers and writers with a difference: A holistic approach to teaching learning disabled and remedial students.Portsmouth, NH: Heinemann.
27.
Shapiro, J. (1991). Research perspectives on whole-language. In V. Froese (Ed.), Whole-language: Practice and theory (pp. 313–356). Needham Heights, MA: Allyn & Bacon.
28.
Strickland, D., & Morrow, L. (Eds.). (1989). Emerging literacy: Young children learn to read and write.Newark, DE: International Reading Association.
29.
Wassermann, S. (1992, Spring). Serious play in the classroom. Childhood Education, pp. 133–139.
30.
Westby, C. (1990). The role of the speech-language pathologist in whole language. Language, Speech, and Hearing Services in Schools, 21, 228–237.
31.
Willis, S. (1993). Whole language in the '90's. Association for Supervision and Curriculum Development Update, 35(9), 1, 5-6, 8.
32.
Zucker, C. (1993). Using whole language with students who have language and learning disabilities. The Reading Teacher, 46, 660–670.
