Date Approved
5-4-2000
Embargo Period
6-21-2016
Document Type
Thesis
Degree Name
M.A. in Special Education
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Kuder, S. Jay
Subject(s)
Children with mental disabilities--Education; Reading readiness; Special education--Parent participation
Disciplines
Special Education and Teaching
Abstract
This study sought to explore family support of emergent literacy of students with moderate and severe cognitive delays. The research question addressed was "Does family support of emergent literacy differ on the basis of the severity of the student's cognitive delay?" Data were gathered by means of a parent survey of home literacy experiences.
Research showed that students with moderate cognitive delays participated in more emergent literacy activities and exhibited higher level responses to emergent literacy activities than students with severe cognitive delays, and the parents of moderately delayed students perceived more academically oriented benefits to home literacy activities. Results were used to develop a parent education packet.
Recommended Citation
Higgins, Dianna M., "Family support of emergent literacy in students with moderate and severe cognitive delays" (2000). Theses and Dissertations. 1686.
https://rdw.rowan.edu/etd/1686
