Citations (121)
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Eric J. Sanders & Allison Blakeley. (2021) Vocabulary in dialogic reading: implications for AAC. Augmentative and Alternative Communication 37:4, pages 217-228.
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Jørn Østvik, Susan Balandin & Borgunn Ytterhus. (2018) Interactional facilitators and barriers to social relationships between students who use AAC and fellow students. Society, Health & Vulnerability 9:1.
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Jørn Østvik, Borgunn Ytterhus & Susan Balandin. (2017) Friendship between children using augmentative and alternative communication and peers: A systematic literature review. Journal of Intellectual & Developmental Disability 42:4, pages 403-415.
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MaryAnn Romski, Rose A. Sevcik, Andrea Barton-Hulsey & Ani S. Whitmore. (2015) Early Intervention and AAC: What a Difference 30 Years Makes. Augmentative and Alternative Communication 31:3, pages 181-202.
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Evette Edmister & Jane Wegner. (2015) Repeated Reading, Turn Taking, and Augmentative and Alternative Communication (AAC). International Journal of Disability, Development and Education 62:3, pages 319-338.
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Carla Wood Jackson, Jordan Wahlquist & Cassandra Marquis. (2011) Visual Supports for Shared Reading with Young Children: The Effect of Static Overlay Design. Augmentative and Alternative Communication 27:2, pages 91-102.
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Annika Dahlgren Sandberg, Martine Smith & Maria Larsson. (2010) An Analysis of Reading and Spelling Abilities of Children Using AAC: Understanding a Continuum of Competence. Augmentative and Alternative Communication 26:3, pages 191-202.
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JuliM. Dolezal-Sams, VeyM. Nordquist & Sandra Twardosz. (2009) Home Environment and Family Resources to Support Literacy Interaction: Examples From Families of Children With Disabilities. Early Education and Development 20:4, pages 603-630.
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Marieke Peeters, Ludo Verhoeven, Hans van Balkom & Jan de Moor. (2009) Home literacy environment: characteristics of children with cerebral palsy. International Journal of Language & Communication Disorders 44:6, pages 917-940.
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Jennifer Stephenson. (2009) Picture-Book Reading as an Intervention to Teach the Use of Line Drawings for Communication with Students with Severe Intellectual Disabilities. Augmentative and Alternative Communication 25:3, pages 202-214.
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Susan S. Johnston, Sara Buchanan & Lisa Davenport. (2009) Comparison of Fixed and Gradual Array When Teaching Sound-Letter Correspondence to Two Children with Autism who Use AAC. Augmentative and Alternative Communication 25:2, pages 136-144.
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Susan S. Johnston, Lisa Davenport, Betsy Kanarowski, Sara Rhodehouse & Andrea P. McDonnell. (2009) Teaching Sound Letter Correspondence and Consonant-Vowel-Consonant Combinations to Young Children who Use Augmentative and Alternative Communication. Augmentative and Alternative Communication 25:2, pages 123-135.
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Chloë Myers. (2007) “Please listen, it's my turn”: Instructional approaches, curricula and contexts for supporting communication and increasing access to inclusion. Journal of Intellectual & Developmental Disability 32:4, pages 263-278.
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Parimala Raghavendra & Rebecca Oaten. (2007) Effects of speech and print feedback on spelling performance of a child with cerebral palsy using a speech generating device. Disability and Rehabilitation: Assistive Technology 2:5, pages 299-308.
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Pamela Hart, Julie Scherz, Kenn Apel & Barbara Hodson. (2007) Analysis of spelling error patterns of individuals with complex communication needs and physical impairments. Augmentative and Alternative Communication 23:1, pages 16-29.
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Beata Batorowicz, Stacy Mcdougall$suffix/text()$suffix/text() & Tracy A. Shepherd. (2006) AAC and community partnerships: The participation path to community inclusion. Augmentative and Alternative Communication 22:3, pages 178-195.
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Gloria Soto, Elizabeth Hartmann & David P. Wilkins. (2006) Exploring the elements of narrative that emerge in the interactions between an 8-year-old child who uses an AAC device and her teacher. Augmentative and Alternative Communication 22:4, pages 231-241.
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Janet M. Sturm$suffix/text()$suffix/text(), Stephanie A. Spadorcia, James W. Cunningham, Kathleen S. Cali, Amy Staples, Karen Erickson, David E. Yoder & David A. Koppenhaver. (2006) What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication 22:1, pages 21-36.
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Bobbie Weikle & Azar Hadadian. (2004) Literacy, development and disabilities: are we moving in the right direction?. Early Child Development and Care 174:7-8, pages 651-666.
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Teresa A Iacono. (2004) Accessible Reading Intervention: A Work in Progress. Augmentative and Alternative Communication 20:3, pages 179-190.
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Robin P. Goin, Vey M. Nordquist & Sandra Twardosz. (2004) Parental Accounts of Home-Based Literacy Processes: Contexts for Infants and Toddlers with Developmental Delays. Early Education and Development 15:2, pages 187-214.
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Susan Blockberger & Judith R Johnston. (2003) Grammatical Morphology Acquisition by Children with Complex Communication Needs. Augmentative and Alternative Communication 19:4, pages 207-221.
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JanetM. Sturm, Karen Erickson & DavidE. Yoder. (2002) Enhancing Literacy Development Through AAC Technologies. Assistive Technology 14:1, pages 71-80.
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Stephen W. Stile & Robert W. Ortiz. (2002) Providing Training to Fathers in Early Literacy Through Community-University Partnerships. NHSA Dialog 5:2-3, pages 429-443.
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DavidA. Koppenhaver, KarenA. Erickson & BrianG. Skotko. (2001) Supporting Communication of Girls with Rett Syndrome and their Mothers in Storybook Reading. International Journal of Disability, Development and Education 48:4, pages 395-410.
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MartineM. Smith. (2001) Simply a Speech Impairment? Literacy Challenges for Individuals with Severe Congenital Speech Impairments. International Journal of Disability, Development and Education 48:4, pages 331-353.
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Annalu Waller, David O'Mara, Lesley Tait, Lynda Booth, Bernadette Brophy-Arnott & Hilary Hood. (2001) Using written stories to support the use of narrative in conversational interactions: Case study. Augmentative and Alternative Communication 17:4, pages 221-232.
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David Yoder. (2001) Having My Say. Augmentative and Alternative Communication 17:1, pages 2-10.
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David Koppenhaver. (2000) Literacy in AAC: What should be written on the envelope we push?. Augmentative and Alternative Communication 16:4, pages 270-279.
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Beth Foley & Alexander Pollatsek. (1999) Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augmentative and Alternative Communication 15:3, pages 156-173.
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Jan Bedrosian. (1999) Efficacy research issues in AAC: interactive storybook reading. Augmentative and Alternative Communication 15:1, pages 45-55.
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Jan Bedrosian. (1997) Language acquisition in young AAC system users: issues and directions for future research. Augmentative and Alternative Communication 13:3, pages 179-185.
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Janice Light. (1997) “Let's go star fishing”: reflections on the contexts of language learning for children who use aided AAC. Augmentative and Alternative Communication 13:3, pages 158-171.
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Amy Lanspa, Lisa Wood & David Beukelman. (1997) Efficiency with which disabled and nondisabled students locate words in cue windows: study of three organizational strategies-frequency of word use, word length, and alphabetic order. Augmentative and Alternative Communication 13:2, pages 117-124.
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Annika Dahlgren Sandberg & Erland Hjelmquist. (1996) Phonologic awareness and literacy abilities in nonspeaking preschool children with cerebral palsy. Augmentative and Alternative Communication 12:3, pages 138-154.
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Shirley McNaughton & Peter Lindsay. (1995) Approaching literacy with AAC graphics. Augmentative and Alternative Communication 11:4, pages 212-228.
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Christine Marvin & Pat Mirenda. (1994) Literacy Practices in Head Start and Early Childhood Special Education Classrooms. Early Education and Development 5:4, pages 289-300.
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Janice Light, Cathy Binger & Alison Kelford Smith. (1994) Story Reading interactions between preschoolers who use AAC and their mothers. Augmentative and Alternative Communication 10:4, pages 255-268.
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Doreen Blischak. (1994) Phonologic awareness: Implications for individuals with little or no functional speech. Augmentative and Alternative Communication 10:4, pages 245-254.
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Sara C. Collins, Andrea Barton-Hulsey, Christy Timm-Fulkerson & Michelle C. S. Therrien. (2023) AAC & Literacy: A Scoping Review of Print Knowledge Measures for Students who use Aided Augmentative and Alternative Communication. Journal of Developmental and Physical Disabilities.
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Jenny Samuelsson, Emil Holmer, Jakob Å. Johnels, Lisa Palmqvist, Mikael Heimann, Monica Reichenberg & Gunilla Thunberg. (2023) My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats. British Journal of Learning Disabilities.
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Colin Gasamis, Elizabeth Sanders, Roxanne F. Hudson & Michelle Chiou. (2022) Adult Talk During Book Reading for Preschoolers With ASD: Links With Literacy Outcomes. Remedial and Special Education 44:3, pages 197-208.
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Andrea Barton-Hulsey, Rose A. Sevcik, MaryAnn Romski & Sara C. Collins. (2022) Home and School Literacy Experiences in Preschool-Age Children With Developmental Disabilities: Identifying Relationships Between Speech, Language, and Early Literacy Skills. Perspectives of the ASHA Special Interest Groups 7:6, pages 1585-1605.
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Anne-Françoise de Chambrier, Rachel Sermier Dessemontet, Catherine Martinet & Michel Fayol. (2021) Rapid automatized naming skills of children with intellectual disability. Heliyon 7:5, pages e06944.
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Jessica Gormley & Janice Light. (2021) Child–Parent–Provider Interactions of a Child With Complex Communication Needs in an Inpatient Rehabilitation Facility: A Pilot Study. American Journal of Speech-Language Pathology 30:1, pages 105-118.
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Kelsey Mandak, Janice Light & David McNaughton. (2020) Video Visual Scene Displays With Dynamic Text: Effect on Single-Word Reading by an Adolescent With Cerebral Palsy. Perspectives of the ASHA Special Interest Groups 5:5, pages 1272-1281.
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Lori E. Skibbe & Dorit Aram. (2017) Maternal Writing Support for Kindergartners With Cerebral Palsy and Its Relations to Early Literacy Skills. The Journal of Special Education 52:1, pages 29-38.
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Christine Holyfield, Kathryn Drager, Janice Light & Jessica Gosnell Caron. (2017) Typical Toddlers' Participation in “Just-in-Time” Programming of Vocabulary for Visual Scene Display Augmentative and Alternative Communication Apps on Mobile Technology: A Descriptive Study. American Journal of Speech-Language Pathology 26:3, pages 737-749.
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Jamie B. Boster, Joann P. Benigno & John W. McCarthy. (2017) New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces. Perspectives of the ASHA Special Interest Groups 2:12, pages 40-54.
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Christina Yeager Pelatti, Jaclyn M. Dynia, Jessica A. R. Logan, Laura M. Justice & Joan Kaderavek. (2016) Examining Quality in Two Preschool Settings: Publicly Funded Early Childhood Education and Inclusive Early Childhood Education Classrooms. Child & Youth Care Forum 45:6, pages 829-849.
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Samuel C. Sennott & Linda H. Mason. (2015) AAC Modeling With the iPad During Shared Storybook Reading Pilot Study. Communication Disorders Quarterly 37:4, pages 242-254.
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Laura M. Justice, Jessica A.R. Logan, Sonnur Işıtan & Mesut Saçkes. (2016) The home-literacy environment of young children with disabilities. Early Childhood Research Quarterly 37, pages 131-139.
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Stephen von Tetzchner. (2015) The semiotics of aided language development. Cognitive Development 36, pages 180-190.
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Joke J. M. Geytenbeek, Margriet J. M. Heim, Dirk L. Knol, R. Jeroen Vermeulen & Kim J. Oostrom. (2015) Spoken language comprehension of phrases, simple and compound-active sentences in non-speaking children with severe cerebral palsy. International Journal of Language & Communication Disorders 50:4, pages 499-515.
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Sally Clendon, Karen Erickson, Retha J. van Rensburg & Jessamy Amm. (2014) Shared Storybook Reading – An Authentic Context for Developing Literacy, Language, and Communication Skills. Perspectives on Augmentative and Alternative Communication 23:4, pages 182-191.
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구현진. (2014) Analysis of Research Trends Related to Literacy Education for Students with Physical Disabilities. Korean Journal of Physical, Multiple, & Health Disabilities 57:1, pages 69-93.
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Jaclyn M. Dynia, Jill M. Pentimonti, Amy Pratt & Laura M. Justice. (2012) Facilitating Family Literacy Activities in Mexico. Perspectives on Global Issues in Communication Sciences and Related Disorders 2:2, pages 73-81.
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Elaine Carlson, Amy Bitterman & Frank Jenkins. (2010) Home Literacy Environment and Its Role in the Achievement of Preschoolers With Disabilities. The Journal of Special Education 46:2, pages 67-77.
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Cheryl Kamei-Hannan & Sharon Zell Sacks. (2019) Parents’ Perspectives on Braille Literacy: Results from the ABC Braille Study. Journal of Visual Impairment & Blindness 106:4, pages 212-223.
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Howard Goldstein. (2011) Knowing What to Teach Provides a Roadmap for Early Literacy Intervention. Journal of Early Intervention 33:4, pages 268-280.
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Marieke Peeters, Jan de Moor & Ludo Verhoeven. (2011) Emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy in special education. Research in Developmental Disabilities 32:2, pages 659-668.
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María Luisa Gómez Taibo, Pilar Vieiro Iglesias, María del Salvador González Raposo & María Sotillo Méndez. (2013) An Exploratory Study of Phonological Awareness and Working Memory Differences and Literacy Performance of People that Use AAC. The Spanish journal of psychology 13:2, pages 538-556.
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Wendy Machalicek, Amanda Sanford, Russell Lang, Mandy Rispoli, Nancy Molfenter & Margaret K. Mbeseha. (2009) Literacy Interventions for Students with Physical and Developmental Disabilities Who Use Aided AAC Devices: A Systematic Review. Journal of Developmental and Physical Disabilities 22:3, pages 219-240.
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Jennifer Stephenson. (2009) Book Reading as an Intervention Context for Children Beginning to Use Graphic Symbols for Communication. Journal of Developmental and Physical Disabilities 22:3, pages 257-271.
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Jennifer Kent-Walsh, Cathy Binger & Zishan Hasham. (2010) Effects of Parent Instruction on the Symbolic Communication of Children Using Augmentative and Alternative Communication During Storybook Reading. American Journal of Speech-Language Pathology 19:2, pages 97-107.
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M. Alexandra Da Fonte, Lisa A. Pufpaff & Teresa Taber‐Doughty. (2010) Vocabulary use during storybook reading: Implications for children with augmentative and alternative communication needs. Psychology in the Schools 47:5, pages 514-524.
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Allison Breit-Smith, Sonia Q. Cabell & Laura M. Justice. (2010) Home Literacy Experiences and Early Childhood Disability: A Descriptive Study Using the National Household Education Surveys (NHES) Program Database. Language, Speech, and Hearing Services in Schools 41:1, pages 96-107.
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신수정 & Kyung-Im Han. (2009) The Effect of Writing Intervention Program on Early Writing Skills of Cerebral Palsy Children. Korean Journal of Physical, Multiple, & Health Disabilities 52:3, pages 209-229.
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Stephanie Al OtaibaSandra Lewis, Kelly Whalon, Allison Dyrlund & Amy R. McKenzie. (2008) Home Literacy Environments of Young Children With Down Syndrome. Remedial and Special Education 30:2, pages 96-107.
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Monica L. Bellon-HarnWilliam E. Harn. (2008) Scaffolding Strategies During Repeated Storybook Reading. Focus on Autism and Other Developmental Disabilities 23:2, pages 112-124.
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Carlin Stobbart & Erna Alant. (2007) Home-Based Literacy Experiences of Severely to Profoundly Deaf Preschoolers and Their Hearing Parents. Journal of Developmental and Physical Disabilities 20:2, pages 139-153.
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Susan S. JohnstonAndrea P. McDonnell & Leanne S. Hawken. (2008) Enhancing Outcomes in Early Literacy for Young Children With Disabilities. Intervention in School and Clinic 43:4, pages 210-217.
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Gloria Soto & Elizabeth Hartmann. (2006) Analysis of narratives produced by four children who use augmentative and alternative communication. Journal of Communication Disorders 39:6, pages 456-480.
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Gloria Soto. (2006) Clinical Issues: Supporting the Development of Narrative Skills in Children Who Use AAC. Perspectives on Language Learning and Education 13:2, pages 7-11.
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