An Analysis of Reading and Spelling Abilities of Children Using AAC: Understanding a Continuum of Competence

References

• Alloway, T. P. (2009). Working memory, but not IQ, predicts subsequent learning in children with learning difficulties. European Journal of Psychological Assessment, 25(2), 92–98.
   Google Scholar
• Berninger, V., Gans, B. (1986). Language profiles in nonspeaking individuals of normal intelligence with severe cerebral palsy. Augmentative and Alternative Communication, 2, 45–50.
   Google Scholar
• Bishop, D. V. M., Robson, J. (1989). Unimpaired short-term memory and rhyme judgment in congenitally speechless individuals: implications for the notion of “Articulatory Coding.” The Quarterly Journal of Experimental Psychology, 41A (1), 123–140.
   Google Scholar
• Card, R., Dodd, B. (2006). The phonological awareness abilities of children with cerebral palsy who do not speak. Augmentative and Alternative Communication, 22(3), 149–159.
   PubMedGoogle Scholar
• Clay, M. M. (1991). Becoming literate. Portsmouth, NH: Heinemann Education Books Limited.
   Google Scholar
• Dahlgren Sandberg, A. (2001). Reading and spelling, phonological awareness and short-term memory in children with severe speech production impairments – a longitudinal study. Augmentative and Alternative Communication, 17, 11–26.
   Google Scholar
• Dahlgren Sandberg, A. (2002). Phonological recoding problems in children with severe congenital speech impairments – The importance of productive speech. In E. Witruk, A. Friederici, L. T. (Eds.), Basic mechanisms of language and language disorder. Dordrecht, The Netherlands: Kluwer Academic Publishers.
   Google Scholar
• Dahlgren Sandberg, A. (2006). 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 and Child Neurology, 48(8), 629–634.
   PubMedGoogle Scholar
• Dahlgren Sandberg, A., Hjelmquist, E. (1996). Phonologic awareness and literacy abilities in nonspeaking preschool children with cerebral palsy. Augmentative and Alternative Communication, 12, 138–154.
   Google Scholar
• Dahlgren Sandberg, A., Hjelmquist, E. (1997). Language and literacy in nonvocal children with cerebral palsy. Reading and Writing: An Interdisciplinary Journal, 9, 107–133.
   Web of Science ®Google Scholar
• Dunn, L. M., Dunn, K., Lachmann, T. (1997). Peabody Picture Vocabulary Test – III. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Dunn, L. M., Dunn, K., Whetton, P., Burley, T. (1997). The British Picture Vocabulary Scales (2nd ed.). Windsor, Berks, UK: NFER-Nelson.
   Google Scholar
• Foley, B. E., Pollatsek, A. (1999). Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augmentative and Alternative Communication, 15, 156–173.
   Google Scholar
• Gathercole, S. E., Baddeley, A. (1993). Working memory and language. Hove, UK: Erlbaum.
   Google Scholar
• Gillon, G. (2004). Phonological awareness: From research to practice. London, UK: Guilford Press.
   Google Scholar
• Gombert, J. E. (1992). Metalinguistic development. Hemel Hempstead, Herts. UK: Harvester Wheatsheaf.
   Google Scholar
• Gough, P., Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6–10.
   Google Scholar
• Guron, L. (1999). Wordchains. London, Eng: NFER-Nelson.
   Google Scholar
• Hanser, G., Erickson, K. (2007). Integrated word identification and communication instruction for students with complex communication needs: Preliminary results. Focus on Autism and Other Developmental Disabilities, 22(4), 268–278.
   Google Scholar
• Holmes, J., Gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A., Ellito, J. G. (2009). Working memory deficits can be overcome: Impacts of training and medication on working memory in children with ADHD. Applied Cognitive Psychology. doi: 10.1002/acp. 1589.
   Google Scholar
• Hoover, W. A., Gough, P. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127–160.
   Web of Science ®Google Scholar
• Iacono, T., Cupples, L. (2003). Language bases in literacy development: the challenge for people with complex communication needs. In S. von Tetzchner, M. Jensen (Eds.), Perspectives on theory and practice in Augmentative and Alternative Communication: Proceedings of the Seventh ISAAC Biennial Research Symposium. Odense, Denmark, August 2002 ( pp. 183–190). Toronto, Ontario: ISAAC.
   Google Scholar
• Klingberg, T., Fernell, E., Olesen, P., Johnson, M., Gustafsson, P., Dahlström, K., Gillberg, C. Forssberg, H., Westerberg, H. (2005). Computerized training of working memory in children with ADHD – a randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 44 (2), 177–186.
   PubMedGoogle Scholar
• Koppenhaver, D., Evans, D., Yoder, D. E. (1991). Childhood reading and writing experiences of literate adults with severe speech and motor impairments. Augmentative and Alternative Communication, 7, 20–33.
   Google Scholar
• Larsson, M., Dahlgren Sandberg, A. (2008a). Phonological awareness in Swedish-speaking children with complex communication needs. Journal of Intellectual and Developmental Disabilities, 33(1), 22–35.
   PubMedGoogle Scholar
• Larsson, M., Dahlgren Sandberg, A. (2008b). Memory ability of children with complex communication needs. Augmentative and Alternative Communication, 24, 139–148.
   PubMed Web of Science ®Google Scholar
• Larsson, M., Dahlgren Sandberg, A. D., Smith, M. (2009). Early reading and spelling abilities in children with severe speech and physical impairments: A cross-linguistic comparison. Research in Developmental Disabilities, 30, 77–95.
   PubMed Web of Science ®Google Scholar
• Light, J., Kelford-Smith, A. (1993). The home literacy experiences of preschoolers who use augmentative communication systems and of their nondisabled peers. Augmentative and Alternative Communication, 9, 10–25.
   Google Scholar
• Light, J., McNaughton, D. (1993). Literacy and augmentative and alternative communication: The expectations and priorities of parents and teachers. Topics in Language Disorders, 13(2), 33–46.
   Web of Science ®Google Scholar
• Lund, S. K., Light, J. (2006). Long-term outcomes for individuals who use AAC: Part I – What is a “good” outcome? Augmentative and Alternative Communication, 22, 284–299.
   PubMed Web of Science ®Google Scholar
• Milner, B. (1971). Interhemispheric differences in the localization of psychological processes in man. British Medical Bulletin, 27, 272–277.
   PubMed Web of Science ®Google Scholar
• Mullis, I., Martin, M., Kennedy, A., Foy, P. (2007). PIRLS 2006 International report: IEA's progress in international reading literacy study in primary school in 40 countries. Boston: TIMSS & PIRLS International Study Center, Boston College.
   Google Scholar
• Raven, J. C., Raven, J., Court, J. H. (1998). Coloured progressive matrices. Oxford, UK: Harcourt Assessment.
   Google Scholar
• Smith, M. (1992). Reading abilities of nonspeaking students: Two case studies. Augmentative and Alternative Communication, 8, 57–66.
   Google Scholar
• Smith, M. (2001). Literacy challenges for individuals with severe congenital speech impairments. International Journal of Disability, Development and Education, 48, 331–353.
   Google Scholar
• Smith, M., Dahlgren Sandberg, A., Larsson, M. (2009). Reading and spelling in children with severe speech and physical impairments: A comparative study. International Journal of Language and Communication Disorders, 44(6), 864–882.
   PubMedGoogle Scholar
• Snow, C., Tabors, P. (1996). Intergenerational transfer of literacy. In L. A. Benjamin, J. Lord (Eds.), Family literacy: Directions in research and implications for practice. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education.
   Google Scholar
• Søegard, A., Bording Petersen, S. P. (1972). S50. Saetningsstillelaesningsprove. [S 50. Test of silent reading of sentences]. Copenhagen, DK: Dansk Psykologisk forlag.
   Google Scholar
• Sturm, J., Clendon, S. (2004). Augmentative and alternative communication, language and literacy. Topics in Language Disorders, 24(1), 76–91.
   Web of Science ®Google Scholar
• Teale, W., Sulzby, E. (1989). Emergent literacy: New perspectives on young children's reading and writing. In D. Strickland, L. M. Morrow (Eds.), Emerging literacy: Young children learn to read and write. ( pp. 1–15). Newark, DE: International Reading Association.
   Google Scholar
• Vandervelden, M., Siegel, L. (1999). Phonological processing and literacy in AAC users and students with motor speech impairments. Augmentative and Alternative Communication, 15, 191–211.
   Google Scholar
• Vellutino, F. R., Fletcher, J. M., Snowling, M., Scanlon, D. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2–40.
   PubMed Web of Science ®Google Scholar
• Wechsler, D. (1999). Manual of the Wechsler Intelligence Scale for Children, Swedish standarisation. Stockholm, Sweden: Psykologiförlaget AB.
   Google Scholar
• Wechsler, D., (2003). Manual of the Wechsler Intelligence Scale for Children (WISC-IV) (4th ed.). San Antonio, TX: Psychological Corporation.
   Google Scholar