Home literacy experiences of preschoolers who use AAC systems and of their nondisabled peers

Abstract

A survey was employed to compare the home literacy experiences of physically disabled preschoolers who use augmentative and alternative communication (AAC) systems to the experiences of their nondisabled (ND) peers. Questionnaires were completed by 15 parents of children in each group. Results of the survey indicated that the general reading and writing environments in the households of the two groups were similar: there were available a range of literacy materials and regular models of others reading and writing. Although both groups of children were reported to be interested in literacy activities, the children in the AAC group had less opportunity to use printed materials or to participate in writing/drawing activities. When engaged in story reading activities, the children in the AAC group seemed to be less involved in initiating and asking questions about the text than the children in the ND group. Parental priorities for their children differed somewhat between the two groups. The parents in the AAC group gave highest priority to communication and then to physical needs such as mobility and feeding. The parents of the ND group gave highest priority to communication and making friends, and then to literacy activities. Results of the study are discussed in light of the literature, and directions for future research are suggested.

• augmentative and alternative communication (AAC)
• literacy
• preschoolers
• reading
• writing