Emergent literacy intervention appears effective for teaching sound letter correspondence and consonant–vowel–consonant spelling combinations to young children who use augmentative and alternative communication

Abstract

This review provides a summary and appraisal commentary on the treatment review by Johnston, S. S., Davenport, L., Kanarowski, B., Rhodehouse, S., & McDonnell, A. P. (2009). Teaching sound letter correspondence and consonant-vowel-consonant combinations to your children who use augmentative and alternative communication. Augmentative and Alternative Communication, 25, 123–135.

Source of funding and disclosure of interest: No source of funding reported, and the original authors of this research report no conflicts of interest.

Acknowledgments

Declaration of interest: The commentary author reports no conflicts of interests and is solely responsible for the content of this structured abstract.

Notes

Source of funding and disclosure of interest: No source of funding reported, and the original authors of this research report no conflicts of interest.