ERIC Number: ED441313
Record Type: RIE
Publication Date: 1999-Oct
Using Stories To Promote Beginning Communication/Language and Emergent Literacy Learning.
This paper discusses how to use stories to promote beginning communication and language in students with severe communication and/or cognitive impairments. It describes a layering approach for building emergent literacy and augmentative and alternative communication skills. This layering approach is used with professional staff to introduce strategies or layers of facilitation techniques including technology in a gradual manner. The approach is designed to allow consultants to address the needs of a broad range of students, reinforce layers that already exist within a particular classroom or program, and/or compliment or move the facilitator to the next level or layer of implementation techniques. The paper begins by providing general philosophies on using stories to support language and literacy development and then describes the following layers for implementing aided-language stimulation techniques: (1) supported story retelling; (2) supported story readings; (3) supported story retelling; (4) independent story readings; (5) supported story construction; and (6) skill development, including word matching, phrase matching, phonemic awareness, and recognizing punctuation. Strategies for using books for learning in inclusive settings are also addressed. (Contains 11 references.) (CR)
Descriptors: Augmentative and Alternative Communication, Communication Disorders, Communication Skills, Elementary Secondary Education, Emergent Literacy, Inclusive Schools, Language Acquisition, Literacy, Mental Retardation, Reading Aloud to Others, Scaffolding (Teaching Technique), Severe Disabilities, Story Reading, Story Telling
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Southeast Augmentative Communication Conference (20th, Birmingham, AL, October 1-2, 1999).