Citations (31)
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Read on this site (12)
R. Michael Barker, Mindy Sittner Bridges & Kathryn J. Saunders. (2014) Validity of a Non-Speech Dynamic Assessment of Phonemic Awareness via the Alphabetic Principle. Augmentative and Alternative Communication 30:1, pages 71-82.
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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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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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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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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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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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Articles from other publishers (19)
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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Lori E. Skibbe, Ryan P. Bowles, Sarah Goodwin, Gary A. Troia & Haruka Konishi. (2020) The Access to Literacy Assessment System for Phonological Awareness: An Adaptive Measure of Phonological Awareness Appropriate for Children With Speech and/or Language Impairment. Language, Speech, and Hearing Services in Schools 51:4, pages 1124-1138.
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Katerina Gaberova, Iliyana Pacheva, Elena Timova, Anelia Petkova, Kichka Velkova & Ivan Ivanov. (2019) An Individualized Approach to Neuroplasticity After Early Unilateral Brain Damage. Frontiers in Psychiatry 10.
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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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Arjan van Tilborg, Eliane Segers, Hans van Balkom & Ludo Verhoeven. (2014) Predictors of early literacy skills in children with intellectual disabilities: A clinical perspective. Research in Developmental Disabilities 35:7, pages 1674-1685.
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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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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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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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Chieh-Fang Hu. (2007) Use orthography in L2 auditory word learning: Who benefits?. Reading and Writing 21:8, pages 823-841.
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Lindsay Pennington. (2008) Cerebral palsy and communication. Paediatrics and Child Health 18:9, pages 405-409.
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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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Beth Foley & Amy Staples. (2006) Clinical Issues: Assistive Technology Supports for Literacy Instruction. Perspectives on Language Learning and Education 13:2, pages 15-21.
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Beth Foley & Amy Staples. (2006) Assistive Technology Supports for Literacy Instruction. Perspectives on Augmentative and Alternative Communication 15:2, pages 15-21.
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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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Beth E. Foley. (2003) Language, Literacy, and AAC: Translating Theory Into Practice. Perspectives on Augmentative and Alternative Communication 12:1, pages 5-8.
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Suzanne Steffan Dickerson, Vathsala I. Stone, Carly Panchura & Douglas J. Usiak. (2002) The Meaning of Communication: Experiences with Augmentative Communication Devices. Rehabilitation Nursing 27:6, pages 215-220.
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