An emergent learner could be described as someone in the initial stages of learning to read and write and encompasses all behaviors and understandings preceding conventional reading and writing, as noted by Koppenhaver, Coleman, Kalman, and Yoider (1991) and Sulzby (1985). With the help of high-quality instruction, emergent learners will be provided the opportunity to acquire foundational reading and writing skills. As all beginning communicators, emergent learners rely on those around them to provide access and instruction to age-respectful and meaningful learning opportunities. Challenges may arise for students who struggle to manipulate books physically or for those who are non-speaking and/or use aided AAC. In such cases, this module offers solutions to support you as their teacher. Teachers must also face the reality of instructing all different learning levels, whether they are at the emergent, transitional, or conventional stages of literacy learning. This module also supports the creation of high-quality literacy lesson planning to meet your student's needs regardless of their learning stage. This task can be daunting and difficult without the right tools.  Using OpenAI to support material adaptation and modifications can assist teachers in removing barriers and ensuring that all students can engage in enriching reading and writing experiences.

Comprehensive literacy instruction for all students requires the use of tools and strategies that make the instruction accessible. The Unlocking Literacy for Students with Disabilities Modules will build on what you already know about literacy instruction by demonstrating how strategic tools or strategies can make literacy instruction accessible to students with complex communication needs and physical disabilities. Best practices and research-based strategies for literacy instruction, as well as K-2 English Language Arts (ELA) Common Core State Standards (CCSS), will be included throughout all modules. Universal Strategies & Technology ToolsModule 1 will equip educators and parents with foundational tools and universal strategies to improve literacy instruction for students with complex communication needs and physical disabilities.  The foundational tools and strategies will be applied within subsequent Unlocking Literacy modules.

How do students with physical disabilities learn to write?  In what ways can non-speaking students express the stories they have to share?  Module 4 describes how students with complex communication and physical access needs can participate in emergent writing.  The tools and strategies demonstrated in this module will provide teachers with guidance on how to support students with writing.  These tools and strategies will enable students to express ideas and share their learning.  Module 4 consists of the following sections:Introducing Emergent WritingPredictable Paths Toward WritingUsing Alternative Pencils for WritingUsing Eye Gaze Boards for WritingSpelling on High Tech - Keyboards & Phonetic KeyboardsCelebrating Student WritingWriting Implementation IdeasPairing Writing with PicturesPredictable Chart WritingEmergent Writing GoalsCommon Core Standards ReflectionResearch

This module focuses on best practices for instruction on alphabet knowledge and phonological awareness.  Explicit Instruction and the Cycle Approach to teaching letters and sounds are highlighted.  Instructional strategies and tools to extend literacy instruction to students with complex communication needs and physical disabilities are discussed.  English Language Art Common Core Standards are provided, along with research on instructional strategies to address the standards. 

An emergent reader is a young child who is in the early stages of learning to read. They are developing foundational reading skills and becoming aware of how written language works. Emergent readers rely on visual cues, context, and basic letter-sound knowledge to make sense of the text as they gradually build their reading abilities.  Emergent reading is defined as all of the behaviors and understandings of learners of any age that precede and develop into conventional reading. (Koppenhaver, Coleman, Kalman & Yoider 1991; Sulzby, 1985)Emergent reading strategies include providing opportunities for shared reading, self-selected reading, accessing various types of text, and building background knowledge. What if a student cannot hold a book and turn the pages of a book?  What if a student is non-speaking, how will they participate in reading experiences?  This module provides ideas for removing these barriers to provide rich emergent reading experiences for ALL students.