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Strategies for Promoting Literacy for Students Who Have Physical Disabilities

Georgia State University, kheller{at}gsu.edu

Mari Beth Coleman-Martin

Georgia State University

Teaching beginning reading to children with physical and speech impairments can be especially challenging. One reading strategy, known as the Nonverbal Reading Approach, is specifically designed to promote decoding and word reading for this population of students. The authors present three studies that show the successful use of this approach.

References

• Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
• Blischak, D.M. (1995). Thomas the writer: Case study of a child with severe physical, speech and visual impairments. Language, Speech and Hearing in Schools, 26, 11—19.
• Browning, N. (2002). Literacy of children with physical disabilities: A literature review. Canadian Journal of Occupational Therapy, 69, 176—182.
• Coleman-Martin, M.B., Heller, K.W., Cihak, D.F., & Irvine, K. (2005). Using computer-assisted instruction and the Nonverbal Reading Approach to teach word identification. Focus on Autism and Other Developmental Disorders, 20, 80—90.
• Foley, B.E., & Pollatsek, A. (1999). Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augmentative and Alternative Communication, 15, 156—173.[CrossRef]
• Heller, K.W., Fredrick, L.D., & Diggs, C.A. (1999). Teaching reading to students with severe speech and physical impairments using the Nonverbal Reading Approach. Physical Disabilities: Education and Related Services, 18, 3—34.
• Heller, K.W., Fredrick, L.D., Tumlin, J., & Brineman, D.G. (2002). Teaching decoding for generalization using the Nonverbal Reading Approach. Journal of Developmental and Physical Disabilities, 14, 19—35.[CrossRef]
• Heller, K.W., & Swinehart-Jones, D. (2003). Supporting the educational needs of students with orthopedic impairments. Physical Disabilities: Education and Related Services, 22, 3—24.
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• Mike, D.G. (1995). Literacy and cerebral palsy: Factors influencing literacy learning in a self-contained setting. Journal of Reading Behavior, 27, 627—642.
• Samuels, S.J. (2004). Toward a theory of automatic information processing in reading, revisited. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1127— 1148). Newark, DE: International Reading Association.
• Sandberg, A.D. (2001). Reading and spelling, phonological awareness, and working memory in children with severe speech impairments: A longitudinal study. Augmentative and Alternative Communication, 17, 11—26.[CrossRef]
• Vandervelden, M., & Siegel, L. (1999). Phonological processing and literacy in AAC users and students with motor speech impairments. Augmentative and Alternative Communication, 15, 191—211.[CrossRef]
• Wagner, R.K., Torgesen, J.K., Rashotte, C.A., Hecht, S.A., Barker, T.A., Burgess, S.R., et al. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468—479.[CrossRef][Medline] [Order article via Infotrieve]
• Zascavage, V.T., & Keefe, C.H. (2004). Students with severe speech and physical impairments: Opportunity barriers to literacy. Focus on Autism and Other Developmental Disorders, 19, 223—234.

Communication Disorders Quarterly, Vol. 28, No. 2, 69-72 (2007)
DOI: 10.1177/15257401070280020701


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This Article Abstract Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Heller, K. W. Articles by Coleman-Martin, M. B. Search for Related Content Social Bookmarking                         What's this?