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Desired Versus Actual Literacy Learning Practices in Early Intervention and Preschool Special Education (PDF)
By Carl J Dunst, Tracy Masiello, Kassie Morgan, Anya Robyak, Carol M Trivette
CELLpapers, 2, 2; 2007

Summary: This paper presents findings from a national survey of the appropriateness and use of early literacy learning practices with infants, toddlers, and preschoolers in Part C early intervention and Part B (619) preschool special education. Participants were parents of children involved in the programs, early intervention and preschool special education practitioners, and technical assistance providers offering training to the practitioners. The majority of the practitioners (79 percent) had six or more years of experience working with young children with disabilities. Results show that there was modest-to-strong agreement that early literacy learning was desired for young children with disabilities or delays, but there was much less agreement about the extent to which the practices were used in either type of program. In both the primary and secondary analyses, parents reported considerably less use of the practices compared to the practitioners and technical assistance providers. Contains 35 references.

Index Terms: Early Childhood Intervention, Literacy, Preschool Education, Special Education, Data Reporting, Surveys

Publisher: Center for Early Learning

Sponsoring Institution (or Funding Source): U.S. Department of Special Education, Office of Special Programs

Publication Type: Reports (Research/technical)

Pages: 6 pages
Language: English
URL: http://www.earlyliteracylearning.org/cellpapers/cellpapers_v2_n2.pdf

Availability
Center for Early Literacy Learning
18A Regent Park Blvd.
Asheville, North Carolina 28806
828-255-0470
http://www.earlyliteracylearning.org/

 
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