908
Views
11
CrossRef citations to date
0
Altmetric
Research Article

AAC and literacy

Pages 1305-1312 | Published online: 07 Jul 2009

References

  • Bishop K, Rankin J, Mirenda P. Impact of graphic symbol use on reading acquisition. Augmentative and Alternative Communication 1994; 10: 113– 125.
  • Gillam RB, Johnston JR. Spoken and written relationships in language/learning impaired and normally achieving school-age children. Journal of Speech and Hearing Research 1992; 35: 1303– 1315.
  • Smith MM, Blischak DM. Literacy. In: LL Lloyd, DR Fuller, HH Arvidson (eds) Augmentative and Alternative Communication. Boston, MA: Allyn & Bacon, 1997; 414–444.
  • Reinking D, McKenna MC, Labbo LD, Kieffer RD. Handbook of Literacy and Technology: Transformations in a Post-Typographic World. Mahwah, NJ: Lawrence Erlbaum, 1998.
  • Koppenhaver DA, Yoder DE. Classroom literacy instruction for children with severe speech and physical disabilities (SSPI): What is and what might be. Topics in Language Disorders 1993; 13: 1– 15.
  • Clay MM. The Early Detection of Reading Difficulties (3rd edn). Portsmouth, NH: Heinemann, 1979.
  • Hempenstall K. The role of phonemic awareness in beginning reading: A review. Behavior Change 1997; 14: 201– 214.
  • Share DL. Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition 1995; 55: 151– 218.
  • Stanovich KE. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 1986; 21: 360– 406.
  • Light J, Binger C, Kelford Smith A. Story reading interactions between preschoolers who use AAC and their mothers. Augmenta- tive and Alternative Communication 1994; 10: 255– 268.
  • Lloyd LL, Fuller DR, Arvidson HH. Augmentative and Alternative Communication. Boston, MS: Allyn & Bacon, 1997.
  • King TW. Assistive Technology: Essential Human Factors. Need- ham Heights, MA: Allyn & Bacon, 1999.
  • Raskind MH, Higgins EL. Assistive technology for postsecondary students with learning disabilities: An overview. Journal of Learning Disabilities 1998; 31: 27– 40.
  • Light J. Toward a definition of communication competence for individuals using Augmentative and Alternative Communication systems. Augmentative and Alternative Communication 1989; 5: 137– 144.
  • Rankin JL, Harwood K, Mirenda P. Influence of graphic symbol use on reading comprehension. Augmentative and Alternative Communication 1994; 10: 269– 281.
  • Adams MJ. Beginning to Read: Thinking and Learning About Print. Cambridge, MA: MIT Press, 1990.
  • Miller P. Communication mode and the Information processing capacity of Hebrew readers with prelingually acquired deafness. Journal of Developmental and Physical Disabilities 2001; 13: 83– 96.
  • Miller P. Communication mode and the processing of printed words: Evidence from reading with prelingually acquired deafness. Journal of Deaf Studies and Deaf Education 2002; 7: 312– 329.
  • Strickland D, Cullinan B. Afterword. In: MJ Adams (ed) Beginning to Read: Thinking and Learning About Print. Cambridge, MA: MIT Press, 1990; 425–433.
  • McNaughton S. Graphic representational systems and literacy learning. Topics in Language Disorders 1993; 13: 58– 75.
  • Blischak DM. Thomas the writer: Case study of a child with severe physical, speech, and visual impairments. Language, Speech, and Hearing Services in Schools 1995; 26: 11– 20.
  • Lewis RB. Assistive technology and learning disabilities: Today’s realities and tomorrow’s promises. Journal of Learning Disabilities 1998; 31: 16– 26.
  • Hetzroni OE, Rubin C, Konkol O. Use of a computer-based intervention for teaching girls with Rett syndrome to identify symbols. Journal of Intellectual and Developmental Disability 2002; 27: 57– 71.
  • Kinsley TC, Langone J. Application of technology for infants, toddlers, and preschoolers with disabilities. Journal of Special Education Technology 1995; 12: 312– 324.
  • Hetzroni OE, Schanin M. Emergent literacy in children with severe disabilities using multimedia interactive stories. Journal of Devel- opmental and Physical Disabilities 2002; 14: 173– 190.
  • Mike DG. Literacy and Cerebral Palsy: Factors influencing literacy learning in a self-contained setting. Journal of Reading Behavior 1995; 27: 627– 642.
  • Hunt-Berg M, Rankin JL, Beukelman DR. Ponder the possibilities: Computer supported writing for struggling writers. Learning Disabilities Research & Practice 1994; 9(3): 169– 178.
  • Locke PA, Mirenda P. A computer-supported communication approach for a child with severe communication, visual, and cognitive impairments: A case study. Augmentative and Alternative Communication 1988; 4: 15– 22.
  • Schlosser RW, Belfiore PJ, Nigam R, Blischak D, Hetzroni O. The effects of speech output technology in the learning of graphic symbols. Journal of Applied Behavior Analysis 1995; 28: 537– 549.
  • Foley BE. The development of literacy in individuals with severe congenital speech and motor impairments. Topics in Language Disorders 1993; 13: 16– 32.
  • Hetzroni OE, Shalem U. From logos to orthographic symbols: A multi-level fading computer program for teaching non-verbal children with autism. 2004. Manuscript submitted for publication.
  • Yamamoto J, Miya T. Acquisition and transfer of sentence construction in autistic students: Analysis by computer-based teaching. Research in Developmental Disabilities 1999; 20: 355– 377.
  • Heimann M, Nelson KE, Tjus T, Gillberg C. Increasing reading and communication skills in children with autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders 1995; 25(5): 459– 480.
  • Mechling LC, Gast DL. Multi-media instruction to teach grocery word association and store location: A study of generalization. Education and Training in Mental Retardation and Developmental Disabilities 2003; 38: 62– 76.
  • Schlosser RW, Blischak DM, Belfiore PJ, Bartley C, Barnett N. Effects of synthetic speech output and orthographic feedback on spelling in a student with autism. Journal of Autism and Developmental Disorders 1998; 28: 319– 329.
  • Hutinger P, Johanson J, Stoneburner R. Assistive technology application in education programs for children with multiple disabilities: A case study report on the state of practice. Journal of Special Education Technology 1996; 13; 16– 36.
  • Raskind MH, Higgins EL. Effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities. Learning Disability Quarterly 1995; 18: 141– 158.
  • Davis DK, Stock SE, Wehmeyer ML. Enhancing independent internet access for individuals with mental retardation through use of a specialized web browser: A pilot study. Education and Training in Mental Retardation and Developmental Disabilities 2001; 36: 107– 113.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.