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Instructor Resources

Instructional Sequence

Recommended Readings

  1. Bus, A.G., Belsky, J., van IJzendoorn, M.H., & Crnic, K. (1997). Attachment and bookreading patterns: A study of mothers, fathers, and their toddlers. Early Childhood Research Quarterly, 12(1), 81-98.
  2. Koppenhaver, D.A., Coleman, P.P., Kalman, S.L., & Yoder, D.E. (1991). The implications of emergent literacy research for children with developmental disabilities. American Journal of Speech and Language Pathology, 1, 329-335.
  3. Rosenkoetter, S.E., & Knapp-Philo, J. (2004). Learning to read the world: Literacy in the first 3 years. Zero to Three, 25(1), 4-9
  4. Warren, D., & Hatton, D. (2003). Cognitive development of children with visual impairments. In I. Rapin & S. Segalowitz (Eds.), Handbook of neuropsychology: Vol. 7, Part II. Child neuropsychology (2nd ed., pp. 439-458). New York: Elsevier.
  5. Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69, 848–872.

Study Questions for Readings

  • Study Questions A: Bus et al., 1997
  • Study Questions B: Koppenhaver et al., 1991
  • Study Questions C: Rosenkoetter & Knapp-Philo, 2004
  • Study Questions D: Warren & Hatton, 2003
  • Study Questions E: Whitehurst & Lonigan, 1998

Answers to Study Questions for Readings

  • Answer to Study Questions A: Bus et al., 1997
  • Answers to Study Questions B: Koppenhaver et al., 1991
  • Answers to Study Questions C: Rosenkoetter & Knapp-Philo, 2004
  • Answers to Study Questions D: Warren & Hatton, 2003
  • Answers to Study Questions E: Whitehurst & Lonigan, 1998

Activities

  • Activity A:
    • Identifying Communicative Attempts
    • Instructor Guidelines
    • Participant Guidelines
  • Activity B:
    • Communicative Contexts in a Case Story
    • Instructor Guidelines
    • Participant Guidelines
  • Activity C:
    • Concepts Acquired During Daily Routines
    • Instructor Guidelines
    • Participant Guidelines
  • Activity D:
    • Analyzing Resources on Communication and Emergent Literacy
    • Instructor Guidelines
    • Participant Guidelines

Handouts

Handout A

Sapp, W.K. (2005). Communication and emergent literacy vignettes, Session 1. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout B

EIVI Training Center. (2005). A model of oral and written language development. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

Handout C

Division on Visual Impairments of the Council for Exceptional Children.

(2003).Position statement, Division on Visual Impairments, Council for Exceptional Children, October 19, 2003: Family-centered practices for young children with visual impairments. Retrieved November 30, 2004, from the University of Arizona College of Education Web site: http://www.ed.arizona.edu/dvi/Postion%20Papers/family_centered.htm

Handout D

Smith, M, & Bishop, V. (2005). Quality of life and emergent literacy. Chapel Hill, NC: Early Intervention Training Center for Infants and Toddlers With Visual Impairments, FPG Child Development Institute, UNC-CH.

PowerPoint Presentation

Video Clips, Summaries, and Transcripts

TitleClip IDLengthLength With Video Description

Making Daily Routines Meaningful

CL 1-01

32 sec

1 min, 41 sec

Incidental Learning and Basic Concepts

CL 1-02

1 min, 8 sec

1 min, 33 sec

TVIs Provide Support to Families

CL 1-03

1 min 14 sec

1 min, 50 sec

Story Time and Rhymes

CL 1-04

2 min, 19 sec

2 min, 57 sec

Millie Smith: Quality of Life and Emergent Literacy

CL 1-05

11 min, 2 sec

11 min, 9 sec

Communication in Young Children With Visual Impairments

CL 1-06

11 min, 20 sec

16 min, 2 sec

Quiz