Program
Education K-12 M.A.
Number of Pages
49
Year Approved
2026
First Advisor
Lisa Silmser
Second Reader
Amie Grubidge
Abstract
This literature review thesis examines factors influencing literacy instruction for students with severe disabilities, focusing on evidence-based approaches, educator training, and learning environments. The findings highlight that systematic instruction and specialized training, such as online modules, eCoaching, and practice-based feedback, significantly improve educator knowledge and student skill acquisition. The review demonstrates that comprehensive curricula, such as the Early Literacy Skills Builder (ELSB), yield greater gains in phonics and decoding than traditional sight-word approaches. The review of research also illustrates that inclusive settings promote academic progress through peer modeling and higher learning expectations than traditional self-contained environments. However, some educators prefer self-contained settings because they perceive challenges in delivering individualized instruction in general education classrooms. Critical to these outcomes is the role of educators’ perspectives, as research demonstrates that a broadened definition of literacy and strong teacher self-efficacy are necessary to expand student opportunities and shift the focus from functional-only skills to inclusive grade-level content. Current practices indicate a positive trajectory in literacy approaches, with a shift towards small group and 1:1 instruction that incorporates phonemic awareness and age-appropriate materials. The thesis concludes with a call to action for future research to bridge the gap between teacher preparation and classroom implementation, while prioritizing evidence-based instruction and inclusive practices, and ensuring that educators are equipped with tools and mindsets necessary to foster literacy success for students with severe disabilities.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Recommended Citation
Casale, K. (2026). Strengthening Literacy Outcomes for Students With Severe Disabilities: The Impact of Teacher Preparation, Evidence-Based Approaches, and Learning Environments [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1295
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