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12/12/2023, Book Study: Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write – Chapters 3 & 10

Date: 12/12/2023 Time: 4:30-5:30 Location: internet Type: Webinar


Phonological Awareness and Word Work

Chapter 3

Section 2 of the Book Study Comprehensive Literacy for All discusses Building a Foundation for Literacy. It is important to understand the difference between Alphabetic Knowledge and Phonological Awareness. This chapter discusses an instructional routine that address letter identification, letter sound identification, recognizing letters in the text, and producing letter forms. Explicit phonological awareness instruction includes segmenting words into syllables, teaching rhyme awareness, and teaching alliteration. Perhaps the most exciting part of this section is the practical embedded approach that includes books, puzzles, games, raps, poetry, etc.

Chapter 10

Decoding, word identification, and spelling are covered in this chapter. We are warned not to settle for sight words but to lean into helping all learners to learn words through alphabetic strategies. This chapter breaks down instruction into whole-class lessons, small groups and individual lessons. Sample lessons, predictable charts, and word walls all facilitate decoding and spelling skills.

Learning Objectives

Chapter 3

1. Understand the difference between Alphabetic Knowledge and Phonological Awareness

2. Generate ideas for embedded instruction in engaging activities

3. Consider ways to teach those that are not verbal and cannot use motor movements to demonstrate knowledge.

Chapter 10

  1. Understand the three components of a Making Words lesson
  2. Identify differences between whole group and small/individual instruction
  3. Ways to teach spelling through auditory and visual word sorts


Heidi G. Brislin, MS-OTR/L

Heidi is an Occupational Therapist and Assistive Technology Specialist for the Special Education Technology Center,  Edmonds School District, and owns a private practice in Kingston, WA. Heidi has extensive experience in school-based practice, inpatient and outpatient adult rehab settings. She has degrees from Boston University and the University of Washington. Heidi is passionate about teaching teams to create authentic learning opportunities, improving literacy skills, switch access, power mobility and helping children become autonomous communicators. Heidi has presented Nationally and throughout Washington.

Sharon Redmon, M.S., Ad.Ed. AT, ATP

Sharon Redmon is a SpEd and GenEd teacher with over 20 years of experience.  She holds a Masters of Science degree in Adaptive Education: Assistive Technology and an Assistive Technology Practitioner (ATP) license from RESNA. Sharon’s passion for AT and especially AAC began with her first teaching job in WI where she became involved in WATI and continues today as a leader in the WI AAC Network created by an AAC Communicator.  Sharon has been an AT specialist for a WI and WA school district, ECSE teacher (low incidence population), SPED/ABA/Autism coordinator/teacher, high school and kindergarten teacher and now ATP in private practice. Her classroom experience in WI, WA and overseas schools, has given her a unique perspective on how UDL, AT, and AAC intertwine.  She is excited to be back in Washington State and working with individuals of all ages and abilities to access communication and their environment.  


Email Sue Wright at the SETC office

The new clock hours link for the winter-spring webinar series has also been posted on the professional development page. One entry is all that is needed for the clock-hour portion of this training. The clock hours link for fall 2023 will be posted in August.