B1 - Writing Books for Beginning Readers . . . and Using Them to Support Real Reading

Presenters:
Dr. Caroline Ramsey Musselwhite, Assistive Technology Consultant, AAC Intervention, Litchfield Park, AZ, USA
Samuel Sennott, Special Educator, Assistive Technology Specialist, Nova Southeastern University, Fort Lauderdale, FL, USA

Abstract:
Many individuals who use AAC remain ‘stuck’ at the emergent literacy level, rather than using reading and writing to mediate learning. For these students, direct literacy instruction is crucial to achieve the goal of silent reading with comprehension. One piece of this equation is access to hundreds of texts across a range of genre that are engaging, well-written, and age-appropriate. Currently, many paper and electronic texts are available. However, for beginning readers who are older, there is still a need for:
a) more electronic texts that are accessible for students with physical impairments;
b) a greater number of age-appropriate, engaging texts;
c) texts designed to support specific purposes in literacy instruction;
d) texts that support the curriculum at the student’s reading level.
In order to achieve these goals, professionals and families need to create texts for and with individuals with significant disabilities, including people who use AAC.

Part 1 of this workshop will provide participants with a structure for examining existing books, using the Beginning Literacy Framework™. This framework considers three text types – enrichment, transitional, and conventional. Participants will have an opportunity to review available paper and electronic texts written for students with disabilities, and determine the text type.

Part 2 will offer strategies to support use of the theoretical framework in writing both transitional and conventional texts for older students who are beginning readers. A step by step process will be shared and participants will work in teams to create text based on sound literacy instructional practices. Additional guidelines will be provided to scaffold text writing at the conference and beyond, including texts co-written by individuals who use AAC.

Part 3 will demonstrate use of both commercial and team-created texts in supporting reading and listening comprehension. A range of strategies will be presented, and participants will identify strategies that can be used to support selected texts.

This fast-paced session will include both a theoretical overview and extensive hands-on practice. The goals will be to learn to create motivating texts that can be used with a wide range of students and curriculum subjects. Participants will be encouraged to write texts using their native language, for maximum comfort and creativity.
 
Workshop Level:
Intermediate

Learner Outcomes:

1. Participants will identify characteristics of enrichment, transitional, and conventional texts, and distinguish among sample texts.
2. Participants will write transitional and conventional texts for older students who are beginning readers.
3. Participants will practice a range of strategies to support reading comprehension, using existing and teacher-created texts.

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