Classroom literacy instruction for children with severe speech and physical impairments (SSPI)

Self Cite

School-age students who use AAC need access to communication, reading, and writing tools that can support them to actively engage in literacy learning. They also require access to core literacy learning opportunities across grade levels that foster development of conventional literacy skills. The importance of the acquisition of conventional literacy skills for students who use AAC cannot be overemphasized. And yet, one of the critical challenges in supporting the literacy learning of students who use AAC has been a lack of knowledge about literacy curricula and supports to literacy learning for these students. Most students who use AAC do not become conventionally literate and few of those who do achieve literacy skills beyond the second grade level. This article will provide an overview of the most frequent reading instructional activities in first and third grade classrooms. To better understand the foundational experiences important to literacy learning, the results of a survey project that examined the reading activities of general education students and teachers during primary grade instruction are presented, and critical shifts in instruction that occurred between first and third grade are highlighted. The primary instructional focus of core reading activities is also examined, along with adaptations for students who use AAC.

Section: Educational Implications For Students Who Use Aacmentioning

confidence: 91%

Section: Purpose Of This Articlementioning

confidence: 99%

What happens to reading between first and third grade? Implications for students who use AAC

Sturm

Spadorcia

Cunningham

et al. 2006

Self Cite

“…Despite the importance of literacy skills for all children -including individuals who use AACwhen compared to typically developing peers, individuals who use AAC may have fewer opportunities to engage in literacy-related learning activities and often have less advanced literacy skills (e.g., Koppenhaver, 2000;Koppenhaver & Yoder, 1993;Light & Kelford Smith, 1993). An empirical literature base is emerging that includes active teacher-child interaction and direct teaching for teaching written language and phonological awareness to individuals who use AAC (e.g., Blischak, Shah, Lombardino, & Chiarella;Fallon, Light, McNaughton, Drager, & Hammer 2004;Truxler & O'Keefe, 2007).…”

Section: Emergent Literacy and Aacmentioning

confidence: 99%

Teaching Sound Letter Correspondence and Consonant-Vowel-Consonant Combinations to Young Children who Use Augmentative and Alternative Communication

Johnston¹,

Davenport²,

Kanarowski³

et al. 2009

The purpose of this study was to provide a preliminary examination of an intervention strategy designed to teach sound-letter correspondence and spelling of consonant-vowel-consonant (CVC) combinations to young children who use Augmentative and Alternative Communication (AAC). A multiple baseline probe design across behaviors was used to assess the effects of the intervention on the percentage of correct responses provided by two participants on the target skills during free-choice play activities in the literacy center of inclusive classrooms. The results of this study provide preliminary support for the use of the intervention strategy within inclusive classrooms.

“…The ability to read and write is essential in order for individuals who use AAC to access a full array of AAC systems as well as to participate in a wide range of activities at home, work, and in the community (Fallon, Light, McNaughton, Drager, & Hammer, 2004;Foley, 1993;Koppenhaver, 2000). Despite the importance of literacy for individuals who use AAC, when compared to typically developing peers, they often have fewer opportunities to engage in literacy related learning activities and less advanced literacy skills (e.g, Koppenhaver, 2000;Koppenhaver & Yoder, 1993;Light & Kelford Smith, 1993). …”

Section: Introductionmentioning

confidence: 99%

Comparison of Fixed and Gradual Array When Teaching Sound-Letter Correspondence to Two Children with Autism who Use AAC

Johnston

Buchanan

Davenport

2009

The purpose of this study was to compare two conditions for teaching two children with autism (ages 4;10 and 5;4) who used Augmentative and Alternative Communication (AAC) to point to the printed letter that corresponded to the spoken letter sounds of /t/ and /m/. In one condition (gradual array), the printed letter was first presented in isolation and then distracter letters were gradually introduced. In the other condition (fixed array), the printed letter was immediately presented in combination with seven distracter letters. Using an alternating treatment design, results revealed that the fixed array condition resulted in a faster rate of acquisition of target skills for both participants. Implications and directions for future research are discussed.