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INTERACTIVE TO INDEPENDENT LITERACY: A MODEL FOR DESIGNING LITERACY GOALS FOR CHILDREN WITH ATYPICAL COMMUNICATION

Joan N. Kaderavek
University of Toledo, Toledo, Ohio, USA

Paula Rabidoux
The Ohio State University, Columbus, Ohio, USA

Few models appropriately or adequately describe the literacy development experiences of children with atypical communication development, such as those with language impairment or severe disabilities. In this paper, the Interactive-to-Independent Model of literacy development is presented, influenced primarily by Vygotsky’s seminal theories of development through social
engagement and interaction. The Interactive-to-Independent Model can be used by teachers and speech-language pathologists as a foundation for designing literacy goals and interventions for children with atypical and/or more severe levels of communication impairment. Two case studies are presented, outlining the literacy goals for a child with mild to moderate mental retardation and a
child with autism. Researchers and professionals need to work actively to reverse the forces at work in our culture that lead to the ostracism of children who are different. (Duchan, Hewitt, and Sonnenmeier, 1994, p. 2)

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