Influence of computerized sounding out on spelling performance for children who do and do not rely on AAC

References

• Foley BE, Pollatsek A. Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augment Altern Commun 1999;15:156–73
   Google Scholar
• Koppenhaver DA, Yoder DE. Literacy issues in persons with severe speech and physical impairments. Issue Res Spec Educ 1992;2:156–201
   Google Scholar
• Koppenhaver DA, Yoder DE. Classroom literacy instruction for children with severe speech and physical impairments (SSPI): what is and what might be. Topics Lang Disord 1993;13:1–15
   Web of Science ®Google Scholar
• Koppenhaver DA, Steelman JD, Pierce PL, et al. Developing augmentative and alternative communication technology in order to develop literacy. Technol Disabil 1993;2:32–41
   Google Scholar
• Light J, McNaughton D, Weyer M, Karg L. Evidence-based literacy instruction for individuals who require augmentative and alternative communication: a case study of a student with multiple disabilities. Semin Speech Lang 2008;29:120–32
   PubMedGoogle Scholar
• Bishop DVM, Robson J. Accurate non-word spelling despite congenital inability to speak: Phoneme-grapheme conversation does not require subvocal articulation. Br J Psychol 1989;80:1–13
   PubMed Web of Science ®Google Scholar
• Hart P, Scherz J, Apel K, Hodson B. Analysis of spelling error patterns of individuals with complex communication needs and physical impairments. Augment Altern Commun 2007;23:16–29
   PubMed Web of Science ®Google Scholar
• Peeters M, Verhoeven L, de Moor J, van Balkom H. Importance of speech production for phonological awareness and word decoding: the case of children with cerebral palsy. Res Dev Disord 2009;30:712–26
   PubMed Web of Science ®Google Scholar
• Vandervelden M, Siegel L. Phonological processing and literacy in AAC users and students with motor speech impairments. Augment Altern Commun 1999;15:191–211
   Google Scholar
• Flavell JH, Beach DR, Chinsky JM. Spontaneous verbal rehearsal in a memory task as a function of age. Child Dev 1966;37:283–99
   PubMed Web of Science ®Google Scholar
• Keeney TJ, Cannizzo SR, Flavell JH. Spontaneous and induced verbal rehearsal in a recall task. Child Dev 1967;38:953–66
   Web of Science ®Google Scholar
• Murray DJ, Roberts B. Visual and auditory presentation, presentation rate, and short-term memory in children. Br J Psychol 1968;59:119–25
   PubMed Web of Science ®Google Scholar
• Baddeley AD. Is working memory still working? Am Psychol 2001;56:851–64
   PubMed Web of Science ®Google Scholar
• Baddeley AD, Hitch G. Working memory. In: Bower GH, ed. The psychology of learning and motivation: advances in research and theory. Vol. 8. New York (NY): Academic Press; 1974:47–89
   Google Scholar
• Baddeley AD, Thomson N, Buchanan M. Word length and the structure of short term memory. J Verbal Learn Verbal Behav 1975;14:575–89
   Google Scholar
• Besner D, Davelaar E. Basic processes in reading: two phonological codes. Can J Psychol 1982;36:701–11
   Web of Science ®Google Scholar
• Hitch GJ, Halliday MS. Working memory in children. Philos Trans Royal Soc London: B 1983;302:325–40
   Web of Science ®Google Scholar
• Hitch GJ, Halliday MS, Littler JE. Item identification time and rehearsal rate as predictors of memory span in children. Memory Cogn 1989;16:120–32
   Google Scholar
• Vallar G, Baddeley AD. Short-term forgetting and the articulatory loop. Quart J Exp Psychol 1982;34A:53–60
   Web of Science ®Google Scholar
• Larsson M, Dahlgren Sandberg A. Phonological awareness in Swedish-speaking children with complex communication needs. J Intellect Dev Disabil 2008;33:22–35
   PubMed Web of Science ®Google Scholar
• Raghavendra P, Oaten R. Effects of speech and print feedback on spelling performance of a child with cerebral palsy using a speech generating device. Disabil Rehabil: Assist Technol 2007;2:299–300
   PubMedGoogle Scholar
• Schlosser RW, Blischak DM. Effects of speech and print feedback on spelling by children with autism. J Speech Lang Hearing Res 2004;47:848–62
   PubMed Web of Science ®Google Scholar
• American Speech-Language-Hearing Association. Guidelines for audiologic screening [Guidelines]; 1997. Available from: www.asha.org/policy [last accessed 6 Feb 2014]
   Google Scholar
• Dowden PA. Augmentative and alternative communication decision making for children with severely unintelligible speech. Augment Alternat Commun 1997;13:48–58
   Google Scholar
• Hustad KC, Gearhart K. Listener attitudes toward individuals with cerebral palsy who use speech supplementation strategies. Am J Speech Lang Pathol 2004;13:168–81
   PubMed Web of Science ®Google Scholar
• Hustad KC, Jones T, Daily S. Implementing speech supplementation strategies: effects on intelligibility and speech rate of individuals with chronic severe dysarthia. J Speech Lang Hearing Res 2003;46:462–74
   PubMed Web of Science ®Google Scholar
• Larsen SC, Hammill DD, Moats LC. Test of written spelling. 4th ed. Austin (TX): PRO-ED; 1999
   Google Scholar
• Dunn LM, Dunn DM. Peabody picture vocabulary test. 4th ed. Minneapolis (MN): Pearson Assessment; 2007
   Google Scholar
• Storkel HL. Learning new words: phonotactic probability in language development. J Speech Lang Hearing Res 2001;44:1321–37
   PubMed Web of Science ®Google Scholar
• Vitevitch MS, Luce PA. A web-based interface to calculate phonotactic probability for words and nonwords in English. Behav Res Meth Instru Comput 2004;36:481–7
   PubMedGoogle Scholar
• Kazdin AE. Single-case research designs: methods for clinical and applied settings. New York (NY): Oxford; 1982
   Google Scholar
• Fasting RB, Halaas Lyster SA. The effects of computer technology in assisting the development of literacy in young struggling readers and spellers. Eur J Special Needs Educ 2005;20:21–40
   Google Scholar
• Rankin-Erickson JL, Wood LA, Beukelman DR, Beukelman HM. Early computer literacy: First graders use the “talking” computer. Reading Improv 2003;40:132–44
   Google Scholar
• Swinehart-Jones D, Heller KW. Teaching students with severe speech and physical impairments a decoding strategy using internal speech and motoric indicators. J Spec Educ 2009;43:131–44
   Web of Science ®Google Scholar
• Bishop D, Adams C, Lehtonen A, Rosen S. Effectiveness of computerised spelling training in children with language impairments: a comparison of modified and unmodified speech input. J Res Read 2005;28:144–57
   Web of Science ®Google Scholar
• Catts HW. The relationship between speech-language impairments and reading disabilities. J Speech Hearing Res 1993;36:948–58
   PubMedGoogle Scholar
• Dahlgren Sandberg A. Reading and spelling among nonvocal children with cerebral palsy: influence of home and school literacy environment. Reading Writing: An Interdisciplinary Journal 1998;10:23–50
   Web of Science ®Google Scholar
• Dahlgren Sandberg A, Hjelmquist E. Language and literacy in nonvocal children with cerebral palsy. Reading Writing: An Interdisciplinary Journal 1997;9:107–33
   Web of Science ®Google Scholar
• Ferreira J, Rönnberg J, Gustafson S, Wengelin A. Reading, why not? Literacy skills in children with motor and speech impairments. Commun Disorders Quart 2007;28:236–51
   Google Scholar
• Smith S, Scott K, Roberts J, Locke J. Disabled readers’ performance on tasks of phonological processing, rapid naming, and letter knowledge before and after kindergarten. Learn Disabil Res Pract 2008;23:113–24
   Google Scholar