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Augmentative and Alternative Communication Volume 15, 1999 - Issue 3
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Research Article

Phonological processing and literacy in AAC users and students with motor speech impairments

Margaretha Vandervelden Ontario Institute for Studies in Education of the University of Toronto, Toronto, Ontario, Canada
&
Linda Siegel Faculty of Education, University of British Columbia, British Columbia, Canada
Pages 191-211 | Published online: 12 Jul 2009

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Read on this site (24)

Jenny Samuelsson, Jakob Åsberg Johnels, Gunilla Thunberg, Lisa Palmqvist, Mikael Heimann, Monica Reichenberg & Emil Holmer. (2023) The relationship between early literacy skills and speech-sound production in students with intellectual disability and communication difficulties: a cross-sectional study. International Journal of Developmental Disabilities 0:0, pages 1-11.
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Jillian H. McCarthy, Mark Hedrick & Cary Springer. (2019) Relations between speech production, speech perception, and spelling in children with complex communication needs: a preliminary examination. Speech, Language and Hearing 22:2, pages 61-70.
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Martine M. Smith. (2015) Language Development of Individuals Who Require Aided Communication: Reflections on State of the Science and Future Research Directions. Augmentative and Alternative Communication 31:3, pages 215-233.
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Jillian H. McCarthy, Tiffany P. Hogan, David R. Beukelman & Ilsa E. Schwarz. (2015) Influence of computerized sounding out on spelling performance for children who do and do not rely on AAC. Disability and Rehabilitation: Assistive Technology 10:3, pages 221-230.
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C. M. Mateusi & M. N. Naong. (2014) Giving Voice to the Voiceless: A Case Study of Learners with Impairments in Lesotho Schools. Journal of Social Sciences 39:3, pages 337-349.
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Elena Dukhovny & Gloria Soto. (2013) Speech Generating Devices and Modality of Short-term Word Storage. Augmentative and Alternative Communication 29:3, pages 246-258.
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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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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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Annika Dahlgren Sandberg, Martine Smith & Maria Larsson. (2010) An Analysis of Reading and Spelling Abilities of Children Using AAC: Understanding a Continuum of Competence. Augmentative and Alternative Communication 26:3, pages 191-202.
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Karen Erickson & Stefanie Sachse. (2010) Reading Acquisition, AAC and the Transferability of English Research to Languages with More Consistent or Transparent Orthographies. Augmentative and Alternative Communication 26:3, pages 177-190.
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Martine Smith, Annika Dahlgren Sandberg & Maria Larsson. (2009) Reading and spelling in children with severe speech and physical impairments: a comparative study. International Journal of Language & Communication Disorders 44:6, pages 864-882.
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Maria Larsson & Annika Dahlgren Sandberg. (2008) Phonological awareness in Swedish‐speaking children with complex communication needs. Journal of Intellectual & Developmental Disability 33:1, pages 22-35.
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Karen A. Erickson, Sally A. Clendon, James W. Cunningham, Stephanie Spadorcia, David A. Koppenhaver, Janet Sturm & David E. Yoder. (2008) Automatic word recognition: The validity of a universally accessible assessment task. Augmentative and Alternative Communication 24:1, pages 64-75.
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Joan E. Truxler & Bernard M. O'Keefe. (2007) The effects of phonological awareness instruction on beginning word recognition and spelling. Augmentative and Alternative Communication 23:2, pages 164-176.
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Pamela Hart, Julie Scherz, Kenn Apel & Barbara Hodson. (2007) Analysis of spelling error patterns of individuals with complex communication needs and physical impairments. Augmentative and Alternative Communication 23:1, pages 16-29.
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Ruth Card & Barbara Dodd. (2006) The phonological awareness abilities of children with cerebral palsy who do not speak. Augmentative and Alternative Communication 22:3, pages 149-159.
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Janet M. Sturm$suffix/text()$suffix/text(), Stephanie A. Spadorcia, James W. Cunningham, Kathleen S. Cali, Amy Staples, Karen Erickson, David E. Yoder & David A. Koppenhaver. (2006) What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication 22:1, pages 21-36.
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Sally Clendon, Gail Gillon & David Yoder. (2005) Initial insights into phoneme awareness intervention for children with complex communication needs. International Journal of Disability, Development and Education 52:1, pages 7-31.
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Teresa A Iacono. (2004) Accessible Reading Intervention: A Work in Progress. Augmentative and Alternative Communication 20:3, pages 179-190.
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Diane C Millar, Janice C Light & David B McNaughton. (2004) The Effect of Direct Instruction and Writer's Workshop on the Early Writing Skills of Children Who Use Augmentative and Alternative Communication. Augmentative and Alternative Communication 20:3, pages 164-178.
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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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Articles from other publishers (26)

Sara C. Collins, Andrea Barton-Hulsey, Christy Timm-Fulkerson & Michelle C. S. Therrien. (2023) AAC & Literacy: A Scoping Review of Print Knowledge Measures for Students who use Aided Augmentative and Alternative Communication. Journal of Developmental and Physical Disabilities.
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Magandhree Naidoo & Shenuka Singh. (2020) A Dental Communication Board as an Oral Care Tool for Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 50:11, pages 3831-3843.
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Yuyun Safitri, Sarwiji Suwandi, Herman J Waluyo & Muhammad Rohmadi. (2020) FORMULATION AND EVALUATION OF CREATIVE-WRITING TEXTBOOKS FOR EDUCATION STUDIES. Humanities & Social Sciences Reviews 8:1, pages 137-144.
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Silja Pirilä & Jaap J. van der Meere. 2019. Handbook of Medical Neuropsychology. Handbook of Medical Neuropsychology 203 221 .
Andrea Barton-Hulsey, Rose A. Sevcik & MaryAnn Romski. (2018) The Relationship Between Speech, Language, and Phonological Awareness in Preschool-Age Children With Developmental Disabilities. American Journal of Speech-Language Pathology 27:2, pages 616-632.
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Anna C. Schmidt-Naylor, Kathryn J. Saunders & Nancy C. Brady. (2017) Developing the Alphabetic Principle to Aid Text-Based Augmentative and Alternative Communication Use by Adults With Low Speech Intelligibility and Intellectual Disabilities. American Journal of Speech-Language Pathology 26:2, pages 397-412.
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김혜영, Yang-Gyu Choi & 송기범. (2013) The Recognition of Speech Language Pathologists on Augmentative and Alternative Communication. The Journal of Special Children Education 15:4, pages 285-306.
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Janet M. Sturm. (2012) An Enriched Writers' Workshop for Beginning Writers with Developmental Disabilities. Topics in Language Disorders 32:4, pages 335-360.
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Janet M. Sturm, Kathleen Cali, Nickola W. Nelson & Maureen Staskowski. (2012) The Developmental Writing Scale. Topics in Language Disorders 32:4, pages 297-318.
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Fiona M. Lewis, David J. Coman, Maryann Syrmis, Sarah Kilcoyne & Bruce E. Murdoch. 2013. JIMD Reports - Volume 10. JIMD Reports - Volume 10 45 52 .
Lisa A. Pufpaff. (2010) Adapted Assessment of Phonological Sensitivity Skills. Communication Disorders Quarterly 33:1, pages 13-22.
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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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고진복 & Byung-Un Jeon. (2010) The Effects of Augmentative and Alternative Communication Device Using Story Intervention on Reading Comprehension and Storytelling Ability for Student with Cerebral Palsy. The Journal of Special Children Education 12:4, pages 261-289.
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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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Silja Pirilä & Jaap J. van der Meere. 2010. Handbook of Medical Neuropsychology. Handbook of Medical Neuropsychology 149 163 .
Dawn Swinehart-Jones & Kathryn Wolff Heller. (2008) Teaching Students With Severe Speech and Physical Impairments a Decoding Strategy Using Internal Speech and Motoric Indicators. The Journal of Special Education 43:3, pages 131-144.
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Maria Larsson, Annika Dahlgren Sandberg & Martine Smith. (2009) Reading and Spelling in Children with Severe Speech and Physical Impairments. Journal of Developmental and Physical Disabilities 21:5, pages 369-392.
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신수정 & Kyung-Im Han. (2009) The Effect of Writing Intervention Program on Early Writing Skills of Cerebral Palsy Children. Korean Journal of Physical, Multiple, & Health Disabilities 52:3, pages 209-229.
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Amy Finch & Julie Scherz. (2008) Tips for Developing Literacy for Users of AAC. Perspectives on Augmentative and Alternative Communication 17:2, pages 78-83.
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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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Kathryn Wolff HellerMari Beth Coleman-Martin. (2016) Strategies for Promoting Literacy for Students Who Have Physical Disabilities. Communication Disorders Quarterly 28:2, pages 69-72.
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Annika Dahlgren Sandberg. (2007) Reading and spelling abilities in children with severe speech impairments and cerebral palsy at 6, 9, and 12 years of age in relation to cognitive development: a longitudinal study. Developmental Medicine & Child Neurology 48:8, pages 629-634.
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Mari Beth Coleman-Martin, Kathryn Wolff HellerDavid F. Cihak & Kathryn L. Irvine. (2016) Using Computer-Assisted Instruction and the Nonverbal Reading Approach to Teach Word Identification. Focus on Autism and Other Developmental Disabilities 20:2, pages 80-90.
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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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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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Janet M. Sturm & Sally A. Clendon. (2004) Augmentative and Alternative Communication, Language, and Literacy. Topics in Language Disorders 24:1, pages 76-91.
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