| Autor: |
Kaderavek, Joan N., Rabidoux, Paula |
| Předmět: |
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| Zdroj: |
Reading & Writing Quarterly; Jul-Sep2004, Vol. 20 Issue 3, p237-260, 24p, 1 Diagram, 5 Charts |
| Abstrakt: |
Few models appropriately or adequately describe the literacy development experiences of children with atypical communication development, such as those with language impairment or severe disabilities. In this paper, the Interactive-to-Independent Model of literacy development is presented, influenced primarily by Vygotsky's seminal theories of development through social engagement and interaction. The Interactive-to-Independent Model can be used by teachers and speech-language pathologists as a foundation for designing literacy goals and interventions for children with atypical and/or more severe levels of communication impairment. Two case studies are presented, outlining the literacy goals for a child with mild to moderate mental retardation and a child with autism. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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