Great Expectations

Abstract

This article describes an emergent literacy project with 6- through 11-year-old students with mental, physical, language, and/or behavioral impairments. The authors designed a developmentally appropriate curriculum, engaged students in informal language-learning activities, and modeled enjoyable literacy activities. Students were given ownership of their work, opportunities for practice, and im mediate feedback. Students demonstrated increased engagement in literacy activities, tremendous growth in language and literacy, enhanced self-esteem, and more appropriate classroom behavior.