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.
“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
The ALL Reading Program is for any student with language or physical impairments who is having difficulty learning to read. It enables students to bypass oral responses at all stages of instruction, allowing even the most challenged students to learn to read. Specially designed to meet the needs of individuals with complex communication and physical access challenges, it also supports individuals who require augmentative and alternative communication (AAC). The program has been used successfully by students with:
Language delays
Developmental delays
Autism
Cerebral Palsy
Down syndrome
Physical impairments
Speech impairments
Multiple disabilities
Evidence-based reading instruction
The ALL Reading Program was developed by Drs. Janice Light and David McNaughton of Penn State University as part of the AAC-RERC. They applied the recommendations of the National Reading Panel from 2000 to their work with students with complex communication needs to create a structured and measurable method for teaching reading. Each and every student they worked with during this study achieved basic literacy.
Using ALL with your reading curriculum
The ALL Reading Program is compatible with your current literacy curriculum because it combines direct instruction in key foundational skills (phonological awareness, letter-sound correspondences) with meaningful reading experiences.
With carefully chosen targets and foils for every skill, and several books for shared reading, the ALL Reading Program delivers everything you need so you don't need to create your own materials. The ALL Reading Program provides concrete methods, easy-to-use materials and clear instruction on how to use them. In addition to being a key instructional tool for classroom teachers, ALL can be used by parents, classroom aides and paraprofessionals to help students learn to read. It includes:
Measurable goals that are 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
The included resource CD even has the files in Boardmaker format in case you need to modify any of the materials to meet your students' unique needs.
“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
"I would heartily recommend this carefully planned resource on literacy learning to all teachers and parents who have children who struggle to learn to read due to limited speech production. They will find it an immensely helpful guide."
June Downing, Ph.D.
Professor Emeritus
California State University, Northridge
What's Included
The ALL Reading Program consists of an Instructional Guide with sections on assessing skills, teaching component skills, teaching simple sentence and story-reading, building comprehension, troubleshooting, writing skills and four case studies, as well as a resource CD containing response plates, teaching scripts, word lists, and book templates. It also includes a set of six skill binders:
1
Sound Blending
(Build words by blending their component sounds.)
Sound Blending teaching script
Sound Blending word List
102 Sound Blending response plates
Data collection instruction sheet
10 data collection forms
2
Phoneme Segmentation
(Break words down into individual sounds.)
Phoneme Segmentation teaching script
Phoneme Segmentation word List
101 Phoneme Segmentation response plates
26 lower-case letter cards
Storage pouch for letter cards
Data collection instruction sheet
10 data collection forms
3
Letter-Sound Correspondence
(Recognize sounds represented by each of the letters and vice-versa.)
Teaching New Letter-Sound Correspondence teaching script
Letter-Sound word list
25 Letter-Sound response plates
Teaching Letter-Sound With Letter Cards - teaching script
26 lower-case letter cards
Storage pouch for letter cards
VELCRO® dots for the back of each letter card
Strip of VELCRO® for the display board
Display board
Teaching Letter-Sound With Keyboard teaching script
Blank keyboard outlines
Two sets of 26 lower-case letter stickers
Data collection instruction sheet
10 data collection forms
4
Single Word Decoding
(Apply knowledge of letter-sound correspondences and sound blending skills to "sound out" regular words.)
Decoding teaching script
Decoding word list
176 Decoding response plates
Data collection instruction sheet
10 data collection forms
5
Sight Word Recognition
(Identify a word without sounding it out.)
Sight Words teaching script
Sight Words word list
80 Sight Word cards
VELCRO® dots for the back of each sight word card
Storage pouch for sight word cards
Data collection instruction sheet
10 data collection forms
6
Shared Reading
(Decode or recognize each word in sequence, access the meaning of the words/sentences and 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.) Each book also includes a communication board.
Shared Reading teaching script
Book 1 - The Magic Hat
Book 2 - Where is that dog?
Book 3 - Jackie saves the day
Data collection instruction sheet
10 data collection forms
FEATURED STORY
Andrea Hosmer and Khalil Moore
Andrea is an Inclusion Support Teacher who has been working for students with disabilities for 4 years. She is interested in early literacy, positive behavior support, and assistive technology.
Khalil is an 8 year old boy in second grade. He is very happy, has a great sense of humor, and loves to be social with his peers. Khalil has cortical vision impairments and is non-verbal. He controls the movement of his head only. In the video you see him using 2 gooseneck switches positioned at either side of his head to say, "yes" and "no" on voice output devices. Khalil uses a low-tech communication board with partner assisted live voice scanning to communicate. The format of the ALL instruction aligns perfectly with his communication boards.
"I enjoy using ALL because it provides a comprehensive set of materials that I can pick up and use with a variety of students right away. The format is easy to follow and accessible to all students."
Andrea Hosmer
Inclusion Support Teacher
Berkeley, CA
The ALL Learning Series
This learning series provides valuable information about the ALL reading program and how to implement it with your own students. You'll find four sessions -- Research, Background Information, Materials and Implementation – that provide a complete overview of the ALL program.
Research
This session focuses on the research behind Accessible Literacy Learning.
Background Information
This session focuses on background information about the program such as learner requirements, instructional technique, assessment, and customization.
Materials
This session walks through a description of the materials you will receive with the ALL program and how they are used.
Implementation
This session gets into details of how the program is implemented with students. It covers the techniques involved for delivering instruction in each of the component skills.
I have used the ALL for various children in my school district and have seen AMAZING results! Some of my students are non-verbal and have mastered this curriculum in 1-2 years and gone on to be grade level or above readers. Highly recommended!
After using the program for about 3 months now, I am starting to see it's potential. When I first opened the box, my reactions was... "well, I could make that." You could, but it would take a huge amount of time. I have been working with a student with significant disabilities who has never been able to grasp phonics. He is doing great with this program. It is amazing to see him beginning to make sound/ letter correspondence. He is beginning to look at the letters within words and attempting to understand how it all works.
I do wish they would expand on the story aspects of the program. I want more of them!!! I would still recommend the program, but I hope they expand that part.
Just so everyone knows, if you call 800-588-4548, Mayer-Johnson's toll free number, they will send you a form to fill out and you can receive a free 2 week trial of an ALL Curriculum Guide. The guide really helps! Plus, the people at Mayer-Johnson are super nice and knowledgeable and make the process really easy!
Obviously an online overview of the program is not going to be enough information! If you call 800-588-4548, you can ask for a free 2 week trial of an ALL Curriculum Guide and it really helps! Plus, the people who work there are super nice and make it very easy to get the information you need!
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