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Augmentative and Alternative Communication Volume 24, 2008 - Issue 4
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Original Article

The Vocabulary of Beginning Writers: Implications for Children with Complex Communication Needs

Sally A. Clendon Massey University, Auckland, New ZealandCorrespondence[email protected]
&
Karen A. Erickson University of North Carolina at Chapel Hill, North Carolina, USA
Pages 281-293 | Published online: 12 Jul 2009

Citations (19)

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Read on this site (10)

Amy Hutchison, Kristie Gutierrez, Jamie Colwell, Anya Evmenova, Jeff Offutt & Margaret Gross. (2023) Evaluating the role of professional development on elementary teachers’ knowledge, comfort, and beliefs related to teaching computer science to students with high-incidence disabilities. Journal of Research on Technology in Education 55:6, pages 1003-1019.
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Meng-Ju Tsai. (2023) Core vocabulary for AAC practice from Mandarin Chinese-speaking Taiwanese without disabilities. Augmentative and Alternative Communication 39:2, pages 73-83.
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Eric J. Sanders & Allison Blakeley. (2021) Vocabulary in dialogic reading: implications for AAC. Augmentative and Alternative Communication 37:4, pages 217-228.
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Carla Wood, Allyssa Appleget & Sara Hart. (2016) Core vocabulary in written personal narratives of school-age children. Augmentative and Alternative Communication 32:3, pages 198-207.
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Don D. McMahon, David F. Cihak, Rachel E. Wright & Sherry Mee Bell. (2016) Augmented Reality for Teaching Science Vocabulary to Postsecondary Education Students With Intellectual Disabilities and Autism. Journal of Research on Technology in Education 48:1, pages 38-56.
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Jens Boenisch & Gloria Soto. (2015) The Oral Core Vocabulary of Typically Developing English-Speaking School-Aged Children: Implications for AAC Practice. Augmentative and Alternative Communication 31:1, pages 77-84.
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Manon Robillard, Chantal Mayer-Crittenden, Michèle Minor-Corriveau & Roxanne Bélanger. (2014) Monolingual and Bilingual Children With and Without Primary Language Impairment: Core Vocabulary Comparison. Augmentative and Alternative Communication 30:3, pages 267-278.
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Catherine-Ann M. Crestani, Sally A. Clendon & Bronwyn Hemsley. (2010) Words needed for sharing a story: Implications for vocabulary selection in augmentative and alternative communication. Journal of Intellectual & Developmental Disability 35:4, pages 268-278.
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David Koppenhaver & Amy Williams. (2010) A Conceptual Review of Writing Research in Augmentative and Alternative Communication. Augmentative and Alternative Communication 26:3, pages 158-176.
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Srikala Naraian. (2010) Disentangling the social threads within a communicative environment: a cacophonous tale of alternative and augmentative communication (AAC). European Journal of Special Needs Education 25:3, pages 253-267.
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Articles from other publishers (9)

Linda Andreev & Paola Uccelli. (2023) The secret life of connectives: a taxonomy to study individual differences in mid-adolescents’ use of connectives in writing to persuade. Reading and Writing.
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Daeun Park & Sangeun Shin. (2021) A Survey on AAC Fringe Vocabulary to Support Personal Assistance Service. Communication Sciences & Disorders 26:4, pages 820-833.
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Sangeun Shin, HyunJu Park & Katya Hill. (2021) Identifying the Core Vocabulary for Adults With Complex Communication Needs From the British National Corpus by Analyzing Grouped Frequency Distributions. Journal of Speech, Language, and Hearing Research 64:11, pages 4329-4343.
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Margaret F. Quinn & Gary E. Bingham. (2018) The Nature and Measurement of Children's Early Composing. Reading Research Quarterly 54:2, pages 213-235.
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Darin Woolpert. (2016) Doing more with less: the impact of lexicon on dual-language learners’ writing. Reading and Writing 29:9, pages 1865-1887.
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Danai Kasambira Fannin. (2016) The Intersection of Culture and ICF-CY Personal and Environmental Factors for Alternative and Augmentative Communication. Perspectives of the ASHA Special Interest Groups 1:12, pages 63-82.
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Arjan van Tilborg & Stijn R. J. M. Deckers. (2016) Vocabulary Selection in AAC: Application of Core Vocabulary in Atypical Populations. Perspectives of the ASHA Special Interest Groups 1:12, pages 125-138.
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Sally A. Clendon, Janet M. Sturm & Kathleen S. Cali. (2013) Vocabulary Use Across Genres: Implications for Students With Complex Communication Needs. Language, Speech, and Hearing Services in Schools 44:1, pages 61-72.
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Christina R. Carnahan, Pamela S. Williamson, Aleksandra Hollingshead & Maya Israel. (2012) Using Technology to Support Balanced Literacy for Students with Significant Disabilities. TEACHING Exceptional Children 45:1, pages 20-29.
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