Literacy Learning in Users of AAC: A Neurocognitive Perspective

References

• Adams, B. C., Bell, L. C., Perfetti, C. A. (1995). A trading relationship between reading skill and domain knowledge in children's text comprehension. Discourse Processes, 20, 307–323.
   Web of Science ®Google Scholar
• Bloom, P. (2000). How children learn the meaning of words. Cambridge, MA: MIT Press.
   Google Scholar
• Coltheart, M., Langdon, R., Haller, M. (1996). Computational cognitive neuropsychology. In B. Dodd, L. Worrall, R. Campbell (Eds.), Evaluating theories of language: Evidence from disordered communication. London: Whurr Publishers.
   Google Scholar
• Dennis, S., Kintsch, W. (2007). The text mapping and inference rule generation problems in text comprehension: Evaluating a memory-based account. In F. Schmalhofer, C. A. Perfetti (Eds.), Higher level language processes in the Brain. Inference and comprehension processes. ( pp. 105–132), Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Erickson, C., Clendon, S. A. (2009). Addressing the literacy demands of the curriculum for beginning readers and writers. In G. Soto, C. Zangari (Eds.), Practically speaking. Language, literacy & academic development for students with AAC needs. ( pp. 195–245). Baltimore, MD: Paul H. Brookes.
   Google Scholar
• Fiebach, C. J., Friederici, A. D., Müller, K., Von Cramon, D. Y. (2002). FMRI evidence for dual routes to the mental lexicon in visual word recognition. Journal of Cognitive Neuroscience, 14(1), 11–23.
   PubMedGoogle Scholar
• Goldberg, A. E. (1996). Jackendoff and construction-based grammar. Cognitive Linguistics, 7(1), 3–19.
   Google Scholar
• Hagoort, P. (2005). On Broca, brain, and binding: A new framework. Trends in Cognitive Science, 9, 416–423.
   PubMed Web of Science ®Google Scholar
• Hagoort, P., Brown, C., Osterhout, L. (1999). The neural architecture of syntactic processing. In C. M. Brown, P. Hagoort (Eds.), The neurocognition of language. ( pp. 273–316). Oxford, UK: Oxford University Press.
   Google Scholar
• Jackendoff, R. (1997). The architecture of the language faculty. Cambridge, MA: MIT Press.
   Google Scholar
• Jackendoff, R. (1999). The representational structure of the language faculty and their interactions. In C. M. Brown, P. Hagoort (Eds.), The neurocognition of language. ( pp. 37–79). Oxford, UK: Oxford University Press.
   Google Scholar
• Jackendoff, R. (2002). Foundations of language: Brain, meaning, grammar, evolution. Oxford, UK: Oxford University Press.
   Google Scholar
• Lamb, S. M. (2000). Bidirectional processing in language and related cognitive systems. In M. Barlow, S. Kemmer (Eds.), Usage based models of language. ( pp. 87–119). Stanford, CA: Center for the Study of Language and Information (CSLI).
   Google Scholar
• Langacker, R. W. (2000). A dynamic usage-based model. In M. Barlow, S. Kemmer (Eds.), Usage based models of language. ( pp. 1–63). Stanford, CA: Center for the Study of Language and Information (CSLI).
   Google Scholar
• Lonigan, C. J. (2007). Vocabulary development and the development of phonological awareness skills in preschool children. In R. K. Wagner, A. E. Muse, K. R. Tannenbaum (Eds.), Vocabulary acquisition. Implications for reading comprehension ( pp. 15–31). New York, NY: The Guilford Press.
   Google Scholar
• Marslen-Wilson, W. D. (1987). Functional parallelism in spoken word-recognition. Cognition, 25, 71–102.
   PubMed Web of Science ®Google Scholar
• Mayberry, R. I. (2002). Cognitive development in deaf children: The interface of language and perception in neuropsychology. In S. J. Segalowitz, I. Rapin (Eds.), Handbook of neuropsychology. I(8), part II ( pp.71–107). Amsterdam: Elsevier.
   Google Scholar
• Mildner, V. (2008). The cognitive neuroscience of human communication. New York, NY: Lawrence Erlbaum Associates.
   Google Scholar
• Ormel, E. (2008). Visual Word Recognition in Bilingual Deaf Children. (Doctoral dissertation) Radboud University Nijmegen. Nijmegen: EAC-Publication, nr. 6.
   Google Scholar
• Paul, P. (1998). Literacy and deafness: The development of reading, writing and literate thought. Needham Heights, MA: Allyn & Bacon.
   Google Scholar
• Perfetti, C. A. (1999). Comprehending written language: a blueprint of the reader. In C. M. Brown, P. Hagoort (Eds.), The neurocognition of language. ( pp. 167–208). Oxford, UK: Oxford University Press.
   Google Scholar
• Perfetti, C. A., Landi, N., Oakhill, J (2005). The acquisition of reading comprehension skill. In M. J. Snowling, C. Hulme (Eds.), The science of reading: A handbook. ( pp. 227–247). Oxford: Basil Blackwell.
   Google Scholar
• Plaut, D. C., McClelland, J. L., Seidenberg, M. S., Patterson, K. (1996). Understanding normal and impaired word reading: Computational principles in quasi-regular domains. Psychological Review, 103, 56–115.
   PubMed Web of Science ®Google Scholar
• Posner, M. J., Raichle, M. E. (2000). Images of mind. New York: Scientific American Library.
   Google Scholar
• Rayner, K., Pollatsek, A. (1989). The psychology of reading. New York: Prentice Hall.
   Google Scholar
• Richmond, M., Robinson, C., Sachs-Israel, M. (2008). The global literacy challenge. Paris: UNESCO.
   Google Scholar
• Romski, M. A., Sevcik, R. A. (1997). Augmentative and alternative communication for children with developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 1997(3), 363–368.
   Google Scholar
• Smith, M. (2005). Literacy and augmentative and alternative communication. Amsterdam: Elsevier Academic press.
   Google Scholar
• Smith, M., Grove, N. (1999). The bimodal situation of children learning language using manual and graphic signs. In L. Lloyd (Ed.), New directions in AAC: Research and practice. ( pp. 9–30). London, UK: Whurr.
   Google Scholar
• Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford Press.
   Google Scholar
• Sutton, A., Soto, G., Blockberger, S. (2002). Grammatical issues in graphic symbol communication. Augmentative and Alternative Communication, 18, 192–204.
   Google Scholar
• Taibo, M. L. G., Iglesias, P. V., Méndez, M. S., Raposo, M. S. G. (2009). A descriptive study of working memory, phonological awareness and literacy performance of people who use AAC. International Journal of Special education, 24(3), 1–20.
   Google Scholar
• Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Boston, MA: Harvard University Press.
   Google Scholar
• van Balkom, H., Welle Donker-Gimbrère, M. (1996). A psycholinguistic approach to. graphic language use. In S. von Tetzchner, M. H. Jensen (Eds.), Augmentative and alternative communication: European perspectives. ( pp. 153–170). London, UK: Whurr Publishers.
   Google Scholar
• Van Orden, G. C., Goldinger, S. D. (1994). The interdependence of form and function in cognitive systems explains perception of printed words. Journal of Experimental Psychology: Human Perception and Performance, 20, 1269–1291.
   PubMed Web of Science ®Google Scholar
• Verhoeven, L., Perfetti, C. (2003). The role of morphology in learning to read. Scientific Studies in Reading, 7, 209–217.
   Web of Science ®Google Scholar
• Verhoeven, L., Perfetti, C. (2008). Advances in text comprehension: Model, process and development. Applied Cognitive Psychology, 22, 293–301.
   Web of Science ®Google Scholar
• Verhoeven, L., van Balkom, H. (2004). Developmental language disorders: Classification, assessment and intervention. In L. Verhoeven, H. van Balkom (Eds.), Developmental language disorders: Theoretical issues and clinical implications. ( pp. 3–20). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Verhoeven, L., van Leeuwe, J. (2008). Predictors of text comprehension development. Applied Cognitive Psychology, 22, 407–423.
   Web of Science ®Google Scholar
• Verhoeven, L., van Leeuwe, J. (2009). Modeling the growth of word decoding skills: Evidence from Dutch. Scientific Studies of Reading, 13, 205–223.
   Web of Science ®Google Scholar
• Wagner, R. K., Muse, A. E., Tannenbaum, K. R. (2007). Promising avenues for better understanding implications of vocabulary development for reading comprehension. In R. K. Wagner, A. E. Muse, K. R. Tannenbaum (Eds.), Vocabulary acquisition. Implications for reading comprehension. ( pp. 276–291). New York, NY: The Guilford Press.
   Google Scholar
• Willems, R. M., Özyürek, A., Hagoort, P. (2007). When language meets action: The neural integration of gesture and speech. Cerebral Cortex, 17, 2322–2333.
   PubMed Web of Science ®Google Scholar
• Willems, R. M., Özyürek, A., Hagoort, P. (2008). Seeing and hearing meaning: Event-related potential and functional magnetic resonance imaging evidence of word versus picture integration into a sentence context. Journal of Cognitive Neuroscience, 20, 1235–1249.
   PubMed Web of Science ®Google Scholar
• Xu, J., Gannon, P. J., Emmorey, K., Smith, J. F., Braun, A. R. (2009). Symbolic gestures and spoken language are processed by a common neural system. PNAS, Proceedings of the National Academy of Sciences, 106(49), 20664–20669.
   PubMedGoogle Scholar