13: Creating Literacy-Rich Environments for All
Learners
Learning Outcomes
After reading this chapter, students should be able to:
• 13–1 Explain the central concepts of literacy instruction.
• 13–2 Discuss multiple means of formal and informal literacy assessments.
• 13–3 Describe universal design for learning applications that foster literacy
development.
INTASC Standards
Standard #2: Learning Differences. The teacher uses understanding of individual differences and
diverse cultures and communicates to ensure inclusive learning environments that enable each
learner to meet high standards.
Standard #3: Learning Environments. The teacher works with others to create environments that
Council for Exceptional Children
Special educators are to have knowledge of the following:
Standard #3: Curricular Content Knowledge. Beginning special education professionals use
knowledge of general and specialized curricula to individualize learning for individuals with
exceptionalities.
Chapter Outline
13–1 Goals: Literacy Instruction Big Ideas
13–1a Phonemic Awareness, Phonics, and Word Recognition
13–1c Vocabulary
13–1e Writing/Spelling/Handwriting
13–2 Literacy Assessment
13–2a Formal Assessments
13–2c Informal Assessments
13–3 Methods, Materials, and Resources that Promote Literacy for All Learners
13–3b Increasing Fluency with Text
13–3d Building Comprehension
13–4 UDL Applications for Reading in the Content Areas
13–4b Modify the Reading Level of the Text
13–4d Adapt the Presentation of the Text
13–5 Possible Barriers and Solutions to Literacy Achievement
13–5a Vision
13–5c Social/Emotional
13–5e Motivation
13–6 UDL Lesson Planning with Differentiated Instruction for Literacy
13–7 Fostering Literacy Collaboration
Key Concepts and Terms
alphabetic principle: Linking sounds to letters, symbols, and patterns.
anchor: A storyline based in a meaningful context that sets the stage for problem–
solving.
authentic literacy: Reading and writing activities that reflect events that happen in
people’s lives outside of school (for example, reading newspapers and magazines or
writing letters).
student must construct meaning from the text to fill them in.
Cognitive Academic Language Proficiency (CALPS): The language skills needed for
success in school that typically take 5 years or more for English language learners to
develop.
color overlays: Colored transparent sheets that are placed over print that may help
with a focus on core curriculum with no translations or remedial instruction.
echo reading: A technique in which one partner reads a sentence, phrase, or word and
the other person repeats it while tracking the print.
electronic dictionary: A portable handheld device used to spell check, pronounce, and
define words typed into it.
text material.
informal reading inventory: A reading assessment used to determine general reading
skills levels, clues to types of errors made, and a general comprehension level.
learned helplessness: A student’s excessive dependence on adults, peers, or
materials; a tendency to expect failure.
pre–teaching vocabulary: A method for helping learners integrate new knowledge by
presenting new terms and definitions before a new lesson or unit begins.
Prezi: A web–based tool students can use to create nonlinear presentations frequently
using visual maps, words, links, images, and videos.
Question–Answer–Response: A reading comprehension approach that teaches
pronounced out loud.
reciprocal teaching: An technique in which students model a teacher–student dialogue
with each other using teacher–provided prompts.
Sentence Writing Strategy: A strategy for improving writing in which students begin
with direct instruction in forming simple sentences with subjects and verbs, progressing
prewriting and post–reading activities.
sustained silent reading (SSR): Students choose their own print materials to read
silently for a designated amount of time to develop fluency.
thinking aloud: A technique for learning that is internalized; talking through things to
help understand or remember them better.
syllabication rules.
word map: A visual organizer that helps the learner analyze a word through its
definition, a synonym, an antonym, a mnemonic and the situation(s) in which it might be
used; students construct a memory sentence and a mind picture.
Lecture Notes
Students come to classrooms today with a wide range of reading and writing ability.
Regardless of reading/writing proficiency, all students are expected to learn the basic
concepts presented.
The five big ideas in reading—phonemic awareness, alphabetic principle, fluency with
text, vocabulary, and comprehension—must be considered in planning and
implementing literacy instruction when applying UDL principles.
Both informal and formal assessments of reading and writing inform instruction.
Students who struggle with reading and writing need direct instruction in specific reading
skills at their working levels as well as scaffolded reading/writing assistance that will let
them access the concepts being taught at a given time. Teachers need to find the
balance between learning to read and reading to learn.
Suggestions for In–Class or Online Activities
1. Choose a children’s book at a level for your class. Using the book, create lessons
using UDL.
2. How can you help a learner build comprehension using the same book?
4. Research the Internet for materials that can assist with handwriting. Be sure to
include cost, evidence–based reviews, and preference for method.
Discussion Questions
1. What is authentic literacy? Describe several instructional strategies that support
2. Which element of reading requires thinking skills? Explain why.
3. Why is writing easier than reading for some students?
4. What are some uses for reading interest inventories and informal assessments?
5. What are the four accommodations discussed in Chapter 13 for reading in the
content areas? What reading problem does each strategy address, and how?
6. How were you taught to read? If you were not taught using phonics, do you wish
Field Experiences
1. Visit your local library and sit in the children’s or teen’s section. Observe how the
2. Interview a teacher and ask how he or she selects books for the class to read
together and books for their class library.
Videos
1. Watch the video to learn more about the Irlen Method. It seems so simple, yet
the difference the method makes is amazing. How would you use this method
in your class?
2. Have you ever noticed that the lighting in class affects how well you read?
1. Have you ever used phonics to decode a word? How can you help a learner
figure out a word using phonics?
2. Does phonics help with all words? Why or why not?
Web Resources
