Citations (27)
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R. Michael Barker, Kathryn J. Saunders & Nancy C. Brady. (2012) Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results. Augmentative and Alternative Communication 28:3, pages 160-170.
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DM Blischak, SD Shah, LJ Lombardino & K Chiarella. (2004) Effects of phonemic awareness instruction on the encoding skills of children with severe speech impairment. Disability and Rehabilitation 26:21-22, pages 1295-1304.
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MartineM. Smith. (2001) Simply a Speech Impairment? Literacy Challenges for Individuals with Severe Congenital Speech Impairments. International Journal of Disability, Development and Education 48:4, pages 331-353.
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Margaretha Vandervelden & Linda Siegel. (2001) Phonological processing in written word learning: assessment for children who use augmentative and alternative communication. Augmentative and Alternative Communication 17:1, pages 37-51.
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Teresa Iacono, Susan Balandin & Linda Cupples. (2001) Focus group discussions of literacy assessment and world wide web-based reading intervention. Augmentative and Alternative Communication 17:1, pages 27-36.
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Annika Dahlgren Sandberg. (2001) Reading and spelling, phonological awareness, and working memory in children with severe speech impairments: A longitudinal study. Augmentative and Alternative Communication 17:1, pages 11-26.
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Beth Foley & Alexander Pollatsek. (1999) Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augmentative and Alternative Communication 15:3, pages 156-173.
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Rhea Paul. (1997) Facilitating transitions in language development for children using AAC. Augmentative and Alternative Communication 13:3, pages 141-148.
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Annika Dahlgren Sandberg & Erland Hjelmquist. (1996) Phonologic awareness and literacy abilities in nonspeaking preschool children with cerebral palsy. Augmentative and Alternative Communication 12:3, pages 138-154.
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Jennifer M Westover & Emma J Martin. (2014) Performance feedback, paraeducators, and literacy instruction for students with significant disabilities. Journal of Intellectual Disabilities 18:4, pages 364-381.
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Lisa A. Pufpaff. (2010) Adapted Assessment of Phonological Sensitivity Skills. Communication Disorders Quarterly 33:1, pages 13-22.
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Sabrina Mª Pimentel da Cunha Pinto Tenório & Clara Regina Brandão de Ávila. (2011) Processamento fonológico e desempenho escolar nas séries iniciais do ensino fundamental. Revista CEFAC 14:1, pages 30-38.
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Sandra Laing Gillam, Jamison Fargo, Beth Foley & Abbie Olszewski. (2011) A nonverbal phoneme deletion task administered in a dynamic assessment format. Journal of Communication Disorders 44:2, pages 236-245.
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María Luisa Gómez Taibo, Pilar Vieiro Iglesias, María del Salvador González Raposo & María Sotillo Méndez. (2013) An Exploratory Study of Phonological Awareness and Working Memory Differences and Literacy Performance of People that Use AAC. The Spanish journal of psychology 13:2, pages 538-556.
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Marieke Peeters, Ludo Verhoeven, Jan de Moor & Hans van Balkom. (2009) Importance of speech production for phonological awareness and word decoding: The case of children with cerebral palsy. Research in Developmental Disabilities 30:4, pages 712-726.
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Janna FerreiraJerker Rönnberg, Stefan Gustafson & Åsa Wengelin. (2016) Reading, Why Not? Literacy Skills in Children With Motor and Speech Impairments. Communication Disorders Quarterly 28:4, pages 236-251.
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Alessandra Gotuzo Seabra Capovilla, Natália Martins Dias & José Maria Montiel. (2007) Desenvolvimento dos componentes da consciência fonológica no ensino fundamental e correlação com nota escolar. Psico-USF 12:1, pages 55-64.
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Karen A. Fallon, Janice Light, David McNaughton, Kathryn Drager & Carol Hammer. (2004) The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication. Journal of Speech, Language, and Hearing Research 47:6, pages 1424-1439.
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Alessandra Gotuzo Seabra Capovilla, Fernando César Capovilla & Joceli Vergínia Toledo Soares. (2004) Consciência sintática no ensino fundamental: correlações com consciência fonológica, vocabulário, leitura e escrita. Psico-USF 9:1, pages 39-47.
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Teresa Iacono & Linda Cupples. (2004) Assessment of Phonemic Awareness and Word Reading Skills of People With Complex Communication Needs. Journal of Speech, Language, and Hearing Research 47:2, pages 437-449.
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L.B. Rocha de Souza & J. Brandão Neto. (2004) Habilidades de conciencia fonémica en niños alfabetizados y en niños no alfabetizados: un estudio comparativo. Revista de Logopedia, Foniatría y Audiología 24:1, pages 27-32.
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