No More “Frankensteining” Literacy: Effective Reading Instruction for Students with Significant Disabilities

This presentation explores effective reading instruction for students with significant disabilities, drawing on a two-year study of eight special educators. It highlights the importance of Multicomponent Literacy Instruction (MCLI), critiques fragmented approaches, and promotes cohesive, inclusive practices that empower preservice teachers to support literacy and equity for all learners.Participants will be able to: 1. Describe how phonics, phonemic awareness, fluency, vocabulary, and comprehension function together in effective reading instruction for students with significant disabilities, and articulate why a comprehensive approach is essential for promoting literacy equity. 2. Identify the limitations of traditional or narrow instructional methods—such as sight word-only approaches—and explain why these can hinder progress for students with complex learning needs. 3. Understand practical strategies for designing and delivering literacy instruction that is inclusive, flexible, and responsive to individual student needs.