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Browder, D. M., Courtade-Little, G. R., Wakeman, S., & Rickelman, R. (2006). From sight words to emergent literacy.  In D. Browder & F. Spooner (Eds.), Teaching reading, math, and science to students with significant cognitive disabilities (pp. 63-91). Baltimore, MD: Brookes Publishing.

Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408.

Bruce, S., Randall, A., & Birge, B. (2008). Colby's Growth to Language and Literacy: The Achievements of a Child who is Congenitally Deafblind. TEACHING Exceptional Children Plus, 5(2), 2-12

Chen, D. and J. Downing (2006). Tactile strategies for children who have visual impairments and multiple disabilities. New York, NY: AFB Press.

Day, J. N., A. P. McDonnell, et al. (2005).  Enhancing Emergent Literacy Skills in Inclusive Preschools for Young Children with Visual Impairments. Young Exceptional Children 9(1): 20-28.

Downing, J. (2005). Teaching literacy to students with significant disabilities: Strategies for the K-12 inclusive classroom. Thousand Oaks, CA: Corwin Press.

Durando, J. (2008). A survey on literacy instruction for students with multiple disabilities. Journal of Visual Impairment & Blindness 102(1) 40-45.

Erickson, K. A. and D. Hatton (2007). Expanding Understanding of Emergent Literacy: Empirical Support for a New Framework. Journal of Visual Impairment & Blindness 101(5): 261-277.

Erickson, K. A. and D. Hatton, et al. (2007). Literacy in Early Intervention for Children with Visual Impairments: Insights from Individual Cases. Journal of Visual Impairment & Blindness 101(2): 80-95.

Erickson, K. A et al. (2005). Toward positive literacy outcomes for students with significant developmental disabilities. Assistive Technology Outcomes and Benefits 2(1): 45-54.

Ferreri, A. J(2009). Including Matthew: Assessment-guided differentiated literacy instructionTEACHING Exceptional Children Plus, 5(3) Article 3. Retrieved from

Gale, E. and B. Schick (2008). Symbol-infused joint attention and language use in mothers with deaf and hearing toddlers. American Annals of the Deaf 153(5): 484-503.

Gately, S. E. (2004). Developing concept of word: The work of emergent readers. Teaching Exceptional Children 36(6): 16-22.

Gunn, B. K., Simmons, D. C., & Kameenui, E.J. (1995). Emergent literacy: A synthesis of the research. Eugene, OR: The National Center to Improve the Tools of Educators.

Kaderavek, J. N. and L. A. Pakulski (2007). Mother-Child Story Book Interactions: Literacy Orientation or Pre-Schoolers with Hearing Impairment. Journal of Early Childhood Literacy 7(1): 49-72.

Kaderavek, J. N. and P. Rabidoux (2004). Interactive to Independent Literacy: A Model for Designing Literacy Goals for Children with Atypical Communication. Reading & Writing Quarterly 20: 237-260. 

Kliewer, C. (2008). Joining the Literacy Flow: Fostering Symbol and Written Language Learning in Young Children with Significant Developmental Disabilities through the Four Currents of Literacy. Research & Practice for Persons with Severe Disabilities 33(3): 103-121.

Koppenhaver, D. A. and K. A. Erickson (2003). Natural Emergent Literacy Supports for Preschoolers with Autism and Severe Communication Impairments. Topics in Language Disorders 23(4): 283-292.

McKenzie, A. R. (2009). Emergent Literacy Supports for Students Who Are Deaf-Blind or Have Visual and Multiple Impairments:  A Multiple-case study. Journal of Visual Impairment & Blindness 103(5): 291-302.

Mims, P. J., Hudson, M. E., & Browder, D. M. (2012). Using read-alouds of grade-level biographies and systematic prompting to promote comprehension for students with moderate and severe developmental disabilities. Focus on Autism and Other Developmental Disabilities, 27, 67-80

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

National Institute of Child Health and Human Development. (2001). Putting reading first: The research building blocks for teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.

Otaiba, S. A., S. Lewis, et al. (2009). Home Literacy Environments of Young Children with Down Syndrome. Remedial & Special Education 30(2): 96-107.

Pakulski, L. A. and J. N. Kaderavek (2004). Facilitating Literacy Using Experience Books: A Case Study of Two Children with Hearing Loss. Communication Disorders Quarterly 25(4): 179-188. 

Parker, A.T. & Pogrund R.L. (2009). Literacy research for student with visual impairments and additional disabilities: An exploration of relevant studies. Journal of Visual Impairments and Blindness. 103 (10), 635-648. 

Public Schools of North Carolina (2004). Stages of literacy development. Standard Course of Study, Language Arts. Retrieved from State Board of Education, Department of Public Instruction:

Teale, W. H. and E. Sulzby. (1986). Emergent Literacy as a Perspective for Examining How Young Children Become Writers and Readers. In Emergent Literacy: Writing and Reading. Teale & Sulzby (Eds.) Norwood, NJ: Ablex Publishing.

Vukelich, C., J. Christie and B. Enz (2008). Helping young children learn language and literacy: Birth through Kindergarten. Boston, MA: Pearson Education, Allyn & Bacon.

Wright, S. and J. M. Stratton (2007). On the Way to Literacy: Early Experiences for Children with Visual Impairments. (2nd ed.), Louisville, KY: American Printing House for the Blind.