Abstract
This practice-based case study is designed to offer a tutorial on how to adapt an informal, diagnostic emergent literacy assessment to meet the needs of students like six-year-old Armando, a Latino, multilingual learner with autism spectrum disorder (ASD) and complex communication needs (CCN) in an inclusive kindergarten classroom. Armando’s informal literacy assessment adaptations and outcomes are discussed, including descriptions of his emergent literacy skills observed through his engagement in literacy stations, small group reading instruction in his classroom, and his use of alternative and augmentative communication (AAC) in both instructional and assessment settings. This case study illustrates how traditional literacy assessments may be inaccessible for students with ASD and CCN and demonstrates the need for tailored assessment methods that provide an accurate picture of literacy development to inform classroom instruction. This case study highlights the importance of interdisciplinary collaboration among educators and related service providers to ensure literacy assessments are accessible, meaningful, and reflective of students’ strengths. Armando’s performance on the assessment illustrates his continued literacy growth as an emergent literacy learner and reinforces the need for tailored, strength-based approaches to comprehensive literacy assessment and instruction as well as ongoing research to address the unique learning acquisition needs of students with ASD and CCN.
Author Bios
Dr. Bronwyn A. Harris is an Assistant Professor of Education at Elon University in the School of Education’s dual licensure program for general and special education. Her research interests include students with disabilities, literacy, teacher education, and bridging the general and special education fields.
Mrs. Tonya R. Moore is an Instructor in the Child Development, Literacy, and Special Education Department at Appalachian State University where she teaches courses on assistive technology and literacy for students with extensive support needs Her research interests include teacher preparation, comprehensive literacy instruction, and students with extensive support needs.
Dr. Ashley E. Pennell is an Assistant Professor of Literacy Education in the Child Development, Literacy, and Special Education Department at Appalachian State University. Her research interests include instructional practices for beginning readers and children experiencing difficulty learning to read, as well as literacy teacher preparation and clinical training in reading.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Harris, Bronwyn A.; Moore, Tonya R.; and Pennell, Ashley E.
(2025)
"Armando’s Case: Diagnostic Emergent Literacy Assessment for Children with Complex Communication Needs,"
Journal of Case Learning & Exceptional Learners: Vol. 2:
Iss.
2, Article 2.
https://doi.org/10.20429/jclel.2025.020202
https://digitalcommons.georgiasouthern.edu/jclel/vol2/iss2/2
