Putting the Pieces Together

Abstract

Students who are non-verbal can struggle with communication and expression. The purpose of this study is to explore strategies that may support pre-kindergarten students who are non-verbal in constructing and communicating reading comprehension. It was done in their classroom as part of the curriculum. Data were collected by observation and collection of student work samples. I interviewed teachers and specialists using semi-structured questions to collect and examine their ideas and opinions on comprehension strategies. I used constant-comparison analysis methods to determine what strategies work best for the students.