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Augmentative and Alternative Communication Volume 6, 1990 - Issue 3
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Research Article

A comparative study of language delayed preschool children's ability to recall symbols from two symbol systems

Jill Ann Burroughs University of Arkansas Medical Sciences, Little Rock, Arkansas 72204, USA
,
Evelyn Albritton University of Arkansas at Little Rock, Little Rock, Arkansas 72204, USA
,
Beth Eaton University of Arkansas at Little Rock, Little Rock, Arkansas 72204, USA
&
James Montague University of Arkansas at Little Rock, Little Rock, Arkansas 72204, USA
Pages 202-206 | Published online: 12 Jul 2009

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Read on this site (3)

MaryAnn Romski, Rose A. Sevcik, Andrea Barton-Hulsey & Ani S. Whitmore. (2015) Early Intervention and AAC: What a Difference 30 Years Makes. Augmentative and Alternative Communication 31:3, pages 181-202.
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Margareta Jennische & Marianne Zetterlund. (2015) Interpretation and Construction of Meaning of Bliss-words in Children. Augmentative and Alternative Communication 31:2, pages 97-107.
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Ralf Schlosser & Jeff Sigafoos. (2002) Selecting graphic symbols for an initial request lexicon: integrative review. Augmentative and Alternative Communication 18:2, pages 102-123.
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Articles from other publishers (3)

Francisco Cabello Luque & Cristina Mazón Morillas. (2018) Iconicidad y facilidad de aprendizaje de los símbolos pictográficos ARASAAC. Revista de Logopedia, Foniatría y Audiología 38:3, pages 95-104.
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ANNICK POUPART, NATACHA TRUDEAU & ANN SUTTON. (2011) Construction of graphic symbol sequences by preschool-aged children: Learning, training, and maintenance. Applied Psycholinguistics 34:1, pages 91-109.
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Ralf W. Schlosser & Lyle L. Lloyd. (1993) Effects of Initial Element Teaching in a Story-Telling Context on Blissymbol Acquisition and Generalization. Journal of Speech, Language, and Hearing Research 36:5, pages 979-995.
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