Language Development (Prekindergarten To Second Grade)

This chapter focuses on children’s literacy and language behaviors in prekindergarten to second grade that precede and later evolve into conventional literacy skills. Typical and atypical language development, emergent literacy, how to promote early language development for students with special needs, and considerations for effective classroom practice are covered. We incorporate a case study of a preschool teacher who struggles to find ways to provide a supportive and inclusive environment for a 4-year-old student who is developmentally delayed. The chapter explains and shows connections among (a) evidence-based practices, (b) the Council for Exceptional Children’s high-leverage practices, and (c) the Division for Early Childhood Recommended Practices that contribute to language acquisition and skills. Additionally, readers will learn about the role of phonological awareness, pragmatics, semantics, and syntax in promoting language development. We contend that the intentional promotion of early language through carefully designed and implemented lessons based on research is not only possible but also integral in supporting young students with disabilities across all settings. Suggestions for classroom practice include adult-child interactions, play-based activities, peer interventions, and assistive technology devices.