The Accessible Literacy Learning (ALL) Reading Program is an evidence-based reading instruction program that has been proven highly effective in teaching students with disabilities to read. Developed by Drs. Janice Light and David McNaughton of Penn State, ALL eliminates the need for oral responses, helping even non-verbal students learn to read.
The ALL Program consists of a comprehensive Program Guide and a set of six additional skill binders:
Program Guide: Includes sections on assessing skills, teaching component skills, teaching simple sentence and story-reading, building comprehension, troubleshooting, writing skills, and four case studies
Sound-Blending: Build words by blending their component sounds.
Phoneme Segmentation: Break words down into individual sounds.
Letter-Sound Correspondence: Recognize sounds represented by each of the letters and vice versa.
Single Word Decoding: Apply knowledge of letter-sound correspondences and sound blending skills to "sound out" regular words.
Sight Word Recognition: Recognize a word without sounding it out (e.g., light, dinosaur).
Shared Reading: Decode or recognize each word in sequence, access the meaning of the words/sentences, process the words/sentences together in sequence to derive the full meaning of the text. Then learn/take meaning from the text and relate it to prior experience and knowledge.
The curriculum includes:
- Measurable goals easily adapted for IEPs
- Comprehensive teaching scripts for every component skill
- Tools for tracking student progress
- Clear guidance for adjusting lessons based on student performance
To learn more about ALL and the skills it addresses, please click here!
"Finally! In the ALL, educators and others have access to a research-based, balanced literacy curriculum for individuals with significant disabilities...Light and McNaughton have done these individuals and their families a tremendous service that will have a lasting, positive impact on their lives."
- Pat Mirenda, Ph.D., Professor, Department of Educational and Counseling Psychology and Special Education, The University of British Columbia