Work

Examining Naturally Occurring Language- and Literacy-Learning Opportunities for Children with Disabilities Across ECE/ECSE Contexts

Year: 2025

Type: article

Abstract: In this study, we examined the language- and literacy-learning opportunities (LLLO) that children with disabilities experienced across early childhood general (ECE) and special education (ECSE) classroom contexts and compare those opportunities to those experienced by their typically developing peers. We examined differences in the amount of LLLO that children with ( n = 258) and without (n = 1,274) identified disabilities experienced in 315 ECE and 116 ECSE classrooms, and whether the association between child status and LLLO varied as a function of differences in these classroom contexts. Results indicated that average LLLO ranged from less than 1 min to 7 min. There were some differences in the LLLO based on context, and the reading opportunities that children experienced varied based on both child status and classroom context. Overall, children with identified disabilities were not provided with increased LLLO, as theory and practical recommendations suggest. Results and implications are discussed.

Source: Topics in Early Childhood Special Education

DOI: 10.1177/02711214251372539

Authors: Caitlin F. Spear, Shayne B. Piasta, Meng-Ting Lo, Laura M. Justice, Ann A. O’Connell

Institutions: University of Pittsburgh, The Ohio State University, National Yang Ming Chiao Tung University, Rutgers, The State University of New Jersey

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Good health and well-being

Open Access status: bronze

Funders: Ohio Department of Education, Ohio State University, Institute of Education Sciences