Visual Literacy Development

This article discusses the application of visual support strategies to enable the participation of students with developmental disabilities, including autism, in classroom literacy activities. Specific strategies for teaching word identification skills, reading comprehension skills, and written composition skills are presented. In addition, visual support strategies to enhance students’ ability to respond to text are discussed. Strategies presented focus on literacy

[1]  K. Quill,et al.  Visually Cued Instruction for Children with Autism and Pervasive Developmental Disorders , 1995 .

[2]  T. R. Miles,et al.  THE EFFECTS OF PICTURES ON LEARNING TO READ , 1976 .

[3]  K. Pierce,et al.  Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. , 1994, Journal of applied behavior analysis.

[4]  S. Samuels.  Effects of Pictures on Learning to Read, Comprehension and Attitudes , 1970 .

[5]  E. James Kehoe,et al.  Pictures Block the Learning of Sightwords , 1992 .

[6]  Sophia L. Kálmán,et al.  The Implications of Emergent Literacy Research for Children With Developmental Disabilities , 1991 .

[7]  R T Solman,et al.  The effect of pictures on the acquisition of a small vocabulary of similar sight-words. , 1984, The British journal of educational psychology.

[8]  Nirbhay N. Singh,et al.  Reading acquisition and remediation in the mentally retarded , 1986 .

[9]  G W Dorry,et al.  The use of a fading technique in paired-associate teaching of a reading vocabulary with retardates. , 1973, Mental retardation.

[10]  L. Fox,et al.  A Demonstration of Behavioral Support for Young Children with Autism , 1999 .

[11]  G. S. MacDuff,et al.  Teaching children with autism to use photographic activity schedules: maintenance and generalization of complex response chains. , 1993, Journal of applied behavior analysis.

[12]  D. Newton.  The Role of Pictures in Learning to Read , 1995 .

[13]  David R. Beukelman,et al.  Augmentative and Alternative Communication: Management of Severe Communication Disorders in Children and Adults , 1995 .

[14]  P. J. Krantz,et al.  An extension of incidental teaching procedures to reading instruction for autistic children. , 1986, Journal of applied behavior analysis.

[15]  P. J. Krantz,et al.  Programming participation in family activities for children with autism: parents' use of photographic activity schedules. , 1993, Journal of applied behavior analysis.

[16]  Robert T. Solman,et al.  EFFECT OF PICTURES ON LEARNING TO READ COMMON NOUNS , 1979 .

[17]  B F Walsh,et al.  Errorless discrimination and picture fading as techniques for teaching sight words to TMR students. , 1979, American journal of mental deficiency.

[18]  G. Dunlap,et al.  Family-Centered, Assessment-Based Intervention to Improve Behavior During an Early Morning Routine , 1999 .

[19]  David A. Rotholz,et al.  Functionality of Two Modes of Communication in the Community by Students with Developmental Disabilities: A Comparison of Signing and Communication Books , 1989 .

[20]  Alberto Montare,et al.  Words and Pictures: A Test of Samuel's Findingsa c , 1977 .

[21]  S. Raver,et al.  Teaching Handicapped Preschoolers to Sight Read Using Language Training Procedures. , 1986 .

[22]  A. Bondy,et al.  The Picture Exchange Communication System , 2001, Behavior modification.

[23]  S. Samuels,et al.  Attentional process in reading: the effect of pictures on the acquisition of reading responses. , 1967, Journal of educational psychology.

[24]  S. Eikeseth,et al.  The UCLA reading and writing program: an evaluation of the beginning stages. , 2001, Research in developmental disabilities.

[25]  M. Snell,et al.  Using the milieu approach to increase spontaneous communication book use across environments by an adolescent with autism , 1993 .

[26]  Yan Ping Xin,et al.  A Meta-Analysis and Review of Sight Word Research and Its Implications for Teaching Functional Reading to Individuals with Moderate and Severe Disabilities , 1998 .

[27]  D. Ryndak,et al.  Literacy before and after Inclusion in General Education Settings: A Case Study , 1999 .