Approaching literacy with AAC graphics

Abstract

This paper examines the possible impact on beginning reading of graphic representational system (GRS) instruction and usage during the emergent literacy years of young children with severe speech and physical impairments (SSPI). The unique development of children who use GRS symbols for communication is discussed within the context of the research literature on the reading process, visual processing, graphic representational processing, and language development. The position taken argues that one should remain open to the possibility of a differential impact upon beginning reading due to use of different types of GRSs. The objectives of this paper are to refine the questions relating to the relationship between the use of a GRS during the preschool years and the child's ultimate reading acquisition.

• children
• cognitive processes
• graphic symbols
• instructional techniques
• language acquisition and development
• literacy
• reading