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Literacy for Children with Combined Vision and Hearing Loss
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References

Browder, D. M., Courtade-Little, G. R., Wakeman, S., & Rickelman, R. (2006). From sight words to emergent literacy.  In D. Browder & F. Spooner (Eds.), Teaching reading, math, and science to students with significant cognitive disabilities (pp. 63-91). Baltimore, MD: Brookes Publishing.

Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408.

Bruce, S., Randall, A., & Birge, B. (2008). Colby's Growth to Language and Literacy: The Achievements of a Child who is Congenitally Deafblind. TEACHING Exceptional Children Plus, 5(2), 2-12

Chen, D. and J. Downing (2006). Tactile strategies for children who have visual impairments and multiple disabilities. New York, NY: AFB Press.

Day, J. N., A. P. McDonnell, et al. (2005). Enhancing Emergent Literacy Skills in Inclusive Preschools for Young Children with Visual Impairments. Young Exceptional Children 9(1): 20-28.

Downing, J. (2005). Teaching literacy to students with significant disabilities: Strategies for the K-12 inclusive classroom. Thousand Oaks, CA: Corwin Press.

Durando, J. (2008). A survey on literacy instruction for students with multiple disabilities. Journal of Visual Impairment & Blindness 102(1) 40-45.

Erickson, K. A. and D. Hatton (2007). Expanding Understanding of Emergent Literacy: Empirical Support for a New Framework. Journal of Visual Impairment & Blindness 101(5): 261-277.

Erickson, K. A. and D. Hatton, et al. (2007). Literacy in Early Intervention for Children with Visual Impairments: Insights from Individual Cases. Journal of Visual Impairment & Blindness 101(2): 80-95.

Erickson, K. A et al. (2005). Toward positive literacy outcomes for students with significant developmental disabilities. Assistive Technology Outcomes and Benefits 2(1): 45-54.

Ferreri, A. J. (2009). Including Matthew: Assessment-guided differentiated literacy instruction. TEACHING Exceptional Children Plus, 5(3) Article 3. Retrieved from http://files.eric.ed.gov/fulltext/EJ967742.pdf

Gale, E. and B. Schick (2008). Symbol-infused joint attention and language use in mothers with deaf and hearing toddlers. American Annals of the Deaf 153(5): 484-503.

Gately, S. E. (2004). Developing concept of word: The work of emergent readers. Teaching Exceptional Children 36(6): 16-22.

Gunn, B. K., Simmons, D. C., & Kameenui, E.J. (1995). Emergent literacy: A synthesis of the research. Eugene, OR: The National Center to Improve the Tools of Educators.

Kaderavek, J. N. and L. A. Pakulski (2007). Mother-Child Story Book Interactions: Literacy Orientation or Pre-Schoolers with Hearing Impairment. Journal of Early Childhood Literacy 7(1): 49-72.

Kaderavek, J. N. and P. Rabidoux (2004). Interactive to Independent Literacy: A Model for Designing Literacy Goals for Children with Atypical Communication. Reading & Writing Quarterly 20: 237-260. 

Kliewer, C. (2008). Joining the Literacy Flow: Fostering Symbol and Written Language Learning in Young Children with Significant Developmental Disabilities through the Four Currents of Literacy. Research & Practice for Persons with Severe Disabilities 33(3): 103-121.

Koppenhaver, D. A. and K. A. Erickson (2003). Natural Emergent Literacy Supports for Preschoolers with Autism and Severe Communication Impairments. Topics in Language Disorders 23(4): 283-292.

McKenzie, A. R. (2009). Emergent Literacy Supports for Students Who Are Deaf-Blind or Have Visual and Multiple Impairments:  A Multiple-case study. Journal of Visual Impairment & Blindness 103(5): 291-302.

Mims, P. J., Hudson, M. E., & Browder, D. M. (2012). Using read-alouds of grade-level biographies and systematic prompting to promote comprehension for students with moderate and severe developmental disabilities. Focus on Autism and Other Developmental Disabilities, 27, 67-80

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

National Institute of Child Health and Human Development. (2001). Putting reading first: The research building blocks for teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.

Otaiba, S. A., S. Lewis, et al. (2009). Home Literacy Environments of Young Children with Down Syndrome. Remedial & Special Education 30(2): 96-107.

Pakulski, L. A. and J. N. Kaderavek (2004). Facilitating Literacy Using Experience Books: A Case Study of Two Children with Hearing Loss. Communication Disorders Quarterly 25(4): 179-188. 

Parker, A.T. & Pogrund R.L. (2009). Literacy research for student with visual impairments and additional disabilities: An exploration of relevant studies. Journal of Visual Impairments and Blindness. 103 (10), 635-648. 

Public Schools of North Carolina (2004). Stages of literacy development. Standard Course of Study, Language Arts. Retrieved from State Board of Education, Department of Public Instruction.

Teale, W. H. and E. Sulzby. (1986). Emergent Literacy as a Perspective for Examining How Young Children Become Writers and Readers. In Emergent Literacy: Writing and Reading. Teale & Sulzby (Eds.) Norwood, NJ: Ablex Publishing.

Vukelich, C., J. Christie and B. Enz (2008). Helping young children learn language and literacy: Birth through Kindergarten. Boston, MA: Pearson Education, Allyn & Bacon.

Wright, S. and J. M. Stratton (2007). On the Way to Literacy: Early Experiences for Children with Visual Impairments. (2nd ed.), Louisville, KY: American Printing House for the Blind.