M.A. in Special Education
Interdisciplinary and Inclusive Education
College of Education
Kuder, S. Jay
Children with mental disabilities--Education; Reading readiness; Special education--Parent participation
Special Education and Teaching
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.
Higgins, Dianna M., "Family support of emergent literacy in students with moderate and severe cognitive delays" (2000). Theses and Dissertations. 1686.