Overview

This comprehensive guidebook shows teachers how to implement high-quality evidence-based interactive reading lessons for children with extensive support needs. It features step-by-step instructions for developing, implementing, and assessing shared reading lessons that are meaningful, engaging, and supportive of this population’s needs across cognitive, sensory, physical, and behavioral domains. Featuring templates to help readers organize critical information needed to plan and implement each lesson, as well as sample assessments to help identify learner interests, identify baseline skills, and monitor progress, the book is both practical and widely applicable across grade bands and curricula. Interactive Reading for Learners with Extensive Support Needs is key reading for teachers and literacy coaches who work with children with complex support needs, as well as faculty in personnel preparation programs in the areas of sensory disabilities, severe disabilities, and special education.

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9781032858364

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Reviews

This strategy-rich text on interactive reading adopts a broadened definition of literacy that is inclusive of all learners with extensive support needs. Guidance is provided on how to conduct comprehensive assessments that acknowledge the impact of motor abilities, functional hearing, functional vision, and tactile skills on communication and literacy development. The text guides readers to develop and deliver interactive reading lessons that address all aspects of literacy from book handling to vocabulary and comprehension. New and experienced professionals will find this text to be an indispensable teaching tool. -Susan M. Bruce, Ph.D., Boston College Brum provides teachers with practical, evidence-based strategies to support learners with extensive support needs in attaining meaningful literacy goals. Educators who want to extend their impact and help their students achieve greater reading outcomes will value the useful advice on increasing comprehension, communication, and overall literacy to advance inclusion and independence. -Christopher J. Lemons, Ph.D., Stanford University

Author Information

Christopher Brum, Ph.D., is Associate Professor of Special Education at San Diego State University. He started his career as a special education teacher and currently leads professional development sessions for teachers focused on the implementation of high-quality and evidence-based teaching practices for learners with disabilities.

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