Jonnie and Eddie: Contrasts in Opportunities for Literacy Development

Jonnie

Eddie

Initially

Initially

  • No support or expectation for communication or literacy development (placement in trainable program; family believed he could not speak)
  • Limited support for literacy development (placement in learning disabilities program)
  • No prior experiences with reading or writing
  • Extensive exposure to literacy, but not specific instruction at his developmental level

One Year Later

One Year Later

  • Intensive exposure to literacy at his level of development
  • Engaging concrete experiences relating real-world and communication in oral and written modes
  • High motivation and reinforcement for learning in instructional environment
  • Instruction linking concrete experiences with literacy
  • Expectations for participation and achievement
  • Use of English and Spanish in oral instruction
  • Engaging, motivating experiences at his level of language development