Peggy Coyne|Bart Pisha|Bridget Dalton|Lucille A. Zeph|Nancy C. Smith
Literacy by Design
Center for Applied Special Technology|Center for Applied Special Technology|Vanderbilt University|University of Maine|Center for Astrophysics Harvard & Smithsonian
literacy instruction students significant intellectual disabilities traditionally emphasizes isolated skills instruction focusing sight words basic vocabulary recent research suggests students benefit highquality instruction includes comprehension storybook reading study examined effect technologybased universal design learning udl approach literacy instruction literacy design lbd reading achievement 16 students significant intellectual disabilities grades k2 lbd approach emphasizes reading meaning combining udlscaffolded ebooks letter word recognition software nine teachers received training researchbased literacy practices five received lbd training implemented four five times weekly controlling initial reading achievement lbd group made significantly greater gains woodcockjohnson test achievement iii passage comprehension subtest implications research practice beginning reading instruction children significant intellectual disabilities discussed