Abstract
Most students with Angelman syndrome (AS) are at an emergent level of language and literacy development. Students with AS require the same comprehensive literacy instruction as their peers with typical development, but they need specific adaptations, supports, and opportunities in order to access that instruction. Comprehensive emergent literacy instruction engages students with AS in using symbolic language for authentic purposes: to comprehend and respond to the stories of others and to express their own ideas and individuality. This comprehensive instruction develops observable skills and understandings in the areas of vocabulary, reading comprehension, reading fluency, phonemic and phonetic awareness, and writing.
Keywords:
AAC, Accommodations, Alternative assessment, Angelman syndrome, Complex communication needs, Comprehensive, Education, Emergent literacy, Fluency, Generative writing, Language, Literacy, Modifications, Phonemic awareness, Phonics, Portfolio assessment, Reading comprehension, Shared reading, Shared writing, Symbolic, Vocabulary, Writing.