Seeing All Kids As Readers

Seeing All Kids As Readers

A New Vision For Literacy In The Inclusive Early Childhood Classroom

Book - 2008
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Book News
Building on his earlier ethnographic studies, Kliewer (special education, U. of Northern Iowa, Cedar Falls) examines the literacy development of young children with significant developmental disabilities in inclusive early childhood education, i.e., classes attended by children with and without disabilities. Based on observations of about 50 such classrooms and longitudinal following of a sample of students, he presents a triadic model of literacy development which entails multiple symbol and sign systems for meaningfully interacting with others and constructing narratives. Annotation ©2008 Book News, Inc., Portland, OR (

& John Pub

For young children with moderate to severe disabilities, developing literacy skills can lead to more active and fulfilling membership in society. This motivating, forward-thinking book will help educators see all their students as literate and use an innovative social model of literacy to enrich the skills of children with and without disabilities. Relating in-depth stories from hundreds of hours spent observing inclusive preschool classrooms, literacy researcher Christopher Kliewer inspires readers to

  • view literacy as more than direct interaction with alphabetic text
  • use dynamic, imaginative methods—dramatic play, drawing, painting, dance, movement—to help students with disabilities acquire useful literacy skills
  • encourage students with and without disabilities to collaborate on literacy-building activities throughout the day
  • incorporate the interests, imaginations, and histories of students with disabilities in classroom routines and lessons

Special and general educators will discover how this bold new vision of literacy and inclusion will benefit all their students, and they'll use the vivid examples as models in their own classrooms. A passionate, carefully researched call to action, this eye-opening book will help educators move beyond the labels and expectations often associated with disability, presume competence instead of limitation, and ensure that students with significant disabilities reach their full potential as literate citizens.

A social model of literacy that challenges assumptions about literacy for children with disabilities and illuminates how inclusion promotes literacy development in young children with and without significant disabilities.

Publisher: Baltimore, MD : Paul H. Brookes Pub., c2008
ISBN: 9781557669018
Characteristics: ix, 150 p. ; 23 cm


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