Teaching Emergent Literacy Skills Using Cultural Contextual Story-Based Lessons

Abstract

Recent statistics suggest that the number of Englishlanguage learners has been growing at a rapid rate in the United States. The growth of this population will inevitably lead to a larger number of culturally and linguistically diverse students with significant cognitive disabilities. Currently, there is little research on effective literacy practices, specifically for English-language learners with a moderate or severe intellectual disability. The participants in this study were one Latina paraprofessional and an Englishlanguage learner with a moderate intellectual disability. A multiple probe design across skill sets was used to evaluate number of items correct throughout three skill sets derived from a cultural contextual story-based lesson protocol. Results suggest that the cultural contextual story-based lessons did increase emergent literacy skills for this student. Future research and implications are discussed.DESCRIPTORS: early literacy, severe disabilities, single subject, multicultural, English-language learners Over the past 20 years, the United States has seen the largest increase in immigration in its history. According to Capps et al. (2005), more than 16 million immigrants entered the United States in 1990. In 2004, the number of foreign-born individuals, people of diverse backgrounds and languages, increased to more than 34 million. Previous statistics have indicated that children of immigrants represent one of five children in the United States (Capps et al., 2005). As the population increases, so does the number of students with unique needs, abilities, and first languages that are not English. These students are known as English-language learners, students learning English as a second language, and students who are identified as limited English proficient. A report by the U.S. Government Accountability Office (GAO, 2009) found that the overall school population from 1996 to 2006 grew less than 3%, whereas the English-language learner population increased more than 60%. According to McCardle, MeleMcCarthy, Cutting, Leos, and D'Emilio (2005), the number of linguistically diverse students is growing at a rate of 10% each year. Currently, The National Clearinghouse for English Language Acquisition (2009) has identified more than 5 million English-language learners enrolled in schools across the United States, representing 10% of the total school population. The English-language learner population speaks more than 400 different languages but the majority (80%) speaks Spanish (GAO, 2009).With the knowledge of these census data, researchers and practitioners need to develop ways to ensure that English-language learners learn not only English but also the necessary literacy skills needed to progress through their education. English-language learners often fall behind academically and on statewide assessments compared with their English-speaking peers, producing achievement gaps and an increased likelihood of receiving special education services (McCardle et al.

A Culturally and Linguistically Responsive Framework for Improving Academic and Postsecondary Outcomes of Students with Moderate or Severe Intellectual Disability

“…If school systems still struggle in determining how to serve CLD students with high incidence disabilities then the question must be asked: How do we best serve CLD students with low incidence disabilities (i.e., moderate or severe ID)? CLD students with moderate or severe ID have faced many of the same issues as their nondisabled CLD peers (e.g., academic difficulties, postsecondary transition opportunities, language barriers); however, due to the nature of their disability, access to the general curriculum, appropriate services (e.g., translators), appropriate materials, and meaningful collaboration between families and educators may be more problematic (Kim & Morningstar, 2005;Mueller, Milian, & Lopez, 2009;Mueller, Singer, & Carranza, 2006;Spooner, Rivera, Browder, Baker, & Salas, 2009). What is equally worrisome is the lack of proper training faced by educators of CLD students with moderate or severe ID.…”

“…The consistency of these instructional trials may be implemented by various individuals and should include operationalized procedures (e.g., specific prompts, schedule for fading prompts, feedback for correct and incorrect responses). Similarly, systematic and explicit instruction is also critical for CLD students with moderate or severe ID (Spooner et al, 2009). Although we should not limit ourselves to behavioral forms of instruction (Banks, Sapp, & Obiakor, 2013), considering the diversity among students, research has demonstrated the benefits of systematic and explicit instruction for a wide range of students (e.g., Haager & Klingner, 2005;Klingner & Vaughn, 2000).…”

“…Although we should not limit ourselves to behavioral forms of instruction (Banks, Sapp, & Obiakor, 2013), considering the diversity among students, research has demonstrated the benefits of systematic and explicit instruction for a wide range of students (e.g., Haager & Klingner, 2005;Klingner & Vaughn, 2000). Carefully sequenced, explicit instruction provides scaffolding opportunities not only to build instructional content, but systematic opportunities to develop language (Lopes-Murphy, 2012), which are essential considering the needs of CLD students with moderate or severe ID (e.g., Spooner et al 2009). …”

“…Best practices for academic instruction indicate that: (a) culturally responsive techniques, (b) explicit and systematic instruction, and (c) native language support, are essential in developing skills and knowledge for CLD students with disabilities (e.g., August & Shanahan, 2006;Gersten & Baker, 2000;Spooner et al, 2009;Rivera, Wood, & Spooner, 2012). Currently there seems to be little guidance on what methods may work best for this group of students and how educators may incorporate various strategies to enhance student outcomes.…”

“…Educators should tap into a student's experiences (i.e., prior knowledge) and create lessons that are culturally responsive, thereby decreasing anxiety and making learning less demanding (Krashen, 1982). For example, when teaching emergent literacy skills to a Latina student with autism, Spooner et al (2009) selected cultural and contextual books with the help of an adult who knew the student well and shared a similar cultural background/upbringing. By selecting age-appropriate, culturally contextual literature, the student was able to participate in shared stories to which she could relate.…”