It is important for learners with disabilities to have ample time in emergent reading and writing skills so as to build a solid platform for conventional literacy strategies. How do you know when that platform is ready to support more complex literacy instruction? This episode answers that question and lays out the areas to focus on when teaching conventional reading strategies, specifically for learners with disabilities. About the Guest: Dr. Sally Clendon Sally Clendon, PhD is a speech-language therapist with expertise in literacy instruction for children with complex communication and learning needs particularly those who use augmentative and alternative communication (AAC). Sally completed her PhD at the Centre for Literacy and Disability studies at the University of North Carolina at Chapel Hill in 2006. Since then Sally has held academic appointments in Australia and New Zealand. She is currently a Senior Lecturer in Speech and Language Therapy in the Institute of Education at Massey University in Auckland. Sally presents nationally and internationally and has worked consultatively with several schools across New Zealand to implement a comprehensive approach to literacy instruction for their students. Sally looks forward to sharing her passion for literacy and all that she has learned from working alongside teachers and students to ensure that ALL children have access to the communication and learning opportunities they need. Links to Mentioned Content: Comprehensive Literacy for All by Karen Erickson and David Koppenhaver - relevant for this episode are chapters 6 (Whole-to-Part Model), Chapter 7 (Comprehension Instruction), and chapter 10 (Making Words) Making Words by Patricia Cunningham   Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial List of on level age appropriate books for older learners - Pinterest page and a list on Jane Farrall's website This show is part of a 15 episode series in season 5 focusing on literacy instruction for students with significant disabilities.