Home literacy experiences of preschoolers who use AAC systems and of their nondisabled peers

REFERENCES

• Anderson, A. B., & Stokes, S. J. (1984). Social and institutional influences on the development and practice of literacy. In H. Goelman, A. Oberg, & F. Smith (Eds.) Awakening to literacy (pp. 24–37). Exeter, NH: Heinemann Educational Books.
   Google Scholar
• Berninger, V. W., & Gans, B. M. (1986). Language profiles in nonspeaking individuals of normal intelligence with severe cerebral palsy. Augmentative and Alternative Communication, 2, 45–50.
   Google Scholar
• Cazden, C. B. (1983). Adult assistance to language development: Scaffolds, models, and direct instruction. In R. P. Parker & F. A. Davis (Eds.) Developing literacy: Young children's use of language (pp. 3–18). Newark, DE: International Reading As-sociation.
   Google Scholar
• Chomsky, C. (1981). Write now, read later. In C. B. Cazden (Ed.), Language in early childhood education (pp. 141–149). Wash-ington, DC: National Association for the Education of Young Children.
   Google Scholar
• Cochran-Smith, M. (1985). The making of a reader. Norwood, NJ: Ablex Publishing Co.
   Google Scholar
• Cook-Gumperz, J. (1986). Introduction: The social construction of literacy. In J. Cook-Gumperz (Ed.), The social construction of literacy (p. 1–15). Cambridge: Cambridge University Press.
   Google Scholar
• Dunn, N. (1981). Children's achievement at school-entry age as a function of mothers' and fathers' teaching sets. The Elemen-tary School Journal, 81, 245–253.
   Web of Science ®Google Scholar
• Ferreiro, E. (1986). The interplay between information, and as-similation in beginning literacy. In W. H. Teale & E. Sulzby (Ed.), Emergent literacy (pp. 15–49). Norwood, NJ: Ablex Publishing Co.
   Google Scholar
• Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11,49–76.
   Web of Science ®Google Scholar
• Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge Uni-versity Press.
   Google Scholar
• Kelford Smith, A., Thurston, S., Light, J., Parnes, P., & O'Keefe, B. (1989). The form and use of written communication pro-duced by nonspeaking physically disabled individuals using microcomputers. Augmentative and Alternative Communica-tion, 5, 115–124.
   Google Scholar
• Koppenhaver, D., Evans, D., & Yoder, D. (1991). Childhood reading and writing experiences of literate adults with severe speech and motor impairments. Augmentative and Alternative Communication, 7,20–33.
   Google Scholar
• Koppenhaver, D., & Yoder, D. (1990). The literacy literature. Paper presented at the Biennial ISAAC Conference on Aug-mentative and Alternative Communication, Stockholm, Sweden.
   Google Scholar
• Light, J., & McNaughton, D. (In press). Literacy and AAC: The expectations and priorities of parents, teachers, and students. Topics in Lanaguage Disorders.
   Google Scholar
• Lindsay, P., Cambria, B., & McNaughton, S. (1986). The educa-tional needs of nonspeaking students and their teachers or primary caregivers. Paper presented at the Fourth Biennial International Conference on Augmentative and Alternative Communication, Cardiff, Wales.
   Google Scholar
• Miller, D. C. (1983). Handbook of research design and social measurement. New York: Longman Inc.
   Google Scholar
• Nam, C., LaRocque, J., Powers, M., & Holmberg, J. (1975). Occupational status scores: Stability and change. Proceed-ings of the American Statistical Association, Social Statistics Section, 570–575.
   Google Scholar
• Olson, D. R. (1984). "See Jumping" Some oral language ante-cedents of literacy. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 185–192). Exeter, NH: Heinemann Educational Books.
   Google Scholar
• Olson, D. R. (1988, August 15). The literacy problem: Myths and reality. The Globe and Mail, p. A7.
   Google Scholar
• Samuels, S. J. (1985). Automaticity and repeated reading. In J. Osborn, P. Wilson, & R. Anderson (Ed.), Reading education: Foundations for a literate America (pp. 215–230). Lexington, MA: Lexington Books.
   Google Scholar
• Schieffelin, B. B., & Cochran-Smith, M. (1984). Learning to read culturally: Literacy before schooling. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 3–23). Exeter, NH: Heinemann Educational Books.
   Google Scholar
• Snow, C., & Ninio, A. (1986). The contracts of literacy: What children learn from learning to read books. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy (pp. 116–138). Norwood, NJ: Ablex Publishing Co.
   Google Scholar
• Wells, G. (1985). Preschool literacy-related activities and suc-cess in school. In D. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language, and learning: The nature and conse-quences of reading and writing (pp. 229–255). Cambridge: Cambridge University Press.
   Google Scholar
• Wells, G. (1987). The learning of literacy. In B. Fillion, C. Hedley, & E. DiMartino (Eds.), Home and school. Early language and reading (pp. 27-45). Norwood, NJ: Ablex Publishing Co.
   Google Scholar
• Yoder, D., & Kraat, A. (1983). Intervention issues in nonspeech communication. In J. Miller, D. Yoder, & R. Schiefelbusch (Eds.), Contemporary issues in language intervention. ASHA Reports 12 (pp. 27–51). American Speech Language Hearing Association, Rockville, MD.
   Google Scholar