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to obtain the skills needed to become more independent readers. • Direct instruction in vocabulary is critical to improved reading skills. • Teaching skills within context is more effective than iso- lated “drill and kill” practice opportunities. • Because language and literacy are so intertwined, it is criti- cal to include language-based supports in any literacy in- tervention. • Flexibility in defining text, both in reading and in writing, is important to creating an inclusive environment where all needs can be met and all learning styles can be honored. • Explicit instruction and language around when strategies overlap helps students become more strategic readers, knowing when to use the tools that they have learned. REFERENCES Bell, Nanci. Visualizing and Verbalizing: for Language Compre- hension and Thinking . Gander Pub., 2007. Brasseur-Hock, Irma, Deshler, Don, and Hock, Mike. Fusion Reading. Kansas University Center for Research and Learning. McGraw-Hill Publications. 2012. Copeland, Susan R., and Elizabeth B. Keefe. Effective Literacy Ixnstruction for Learners with Complex Support Needs . Paul H.
Brookes Publishing Co., 2018. Erickson, Karen, et al. “Literacy Instruction for Students with Significant Disabilities.” Emergent Literacy | Literacy Instruction for Students with Significant Disabilities , Literacy for All, 2016, literacyforallinstruction.ca/. “Saltillo.” Saltillo, 2018, https://saltillo.com/. Stone, C. Addison. Handbook of Language and Literacy: De- velopment and Disorders. Guilford Press, 2013.
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