Validity of a nonspeech dynamic assessment of the alphabetic principle in preschool and school-aged children

References

• Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
   Google Scholar
• Barker, R. M., Bridges, M. S., & Saunders, K. J. (2014). Validity of a non-speech dynamic assessment of phonemic awareness via the alphabetic principle. Augmentative and Alternative Communication, 30(1), 71–82. doi:10.3109/07434618.2014.880190
   PubMed Web of Science ®Google Scholar
• Barker, R. M., Romski, M. A., Sevcik, R. A., Adamson, L. B., Smith, A. L., & Bakeman, R. (2019). Intervention focus moderates the association between initial receptive language and language outcomes for toddlers with developmental delay. Augmentative and Alternative Communication, 35(4), 263–273. doi:10.1080/07434618.2019.1686770
   PubMed Web of Science ®Google Scholar
• Byrne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child’s acquisition of the alphabetic principle. Journal of Educational Psychology, 81(3), 313–321. doi:10.1037/0022-0663.81.3.313
   Web of Science ®Google Scholar
• Coaley, K. (2014). An introduction to psychological assessement and psychometrics (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• DiCiccio, T. J., & Efron, B. (1996). Bootstrap confidence intervals. Statistical Science, 11, 189–212. Retrieved from http://www.jstor.org/stable/2246110 doi:10.1214/ss/1032280214
   Web of Science ®Google Scholar
• Foley, B. E., & Wolter, J. A. (2010). Literacy intervention for transition-aged youth: What is and what could be. In D. McNaughton & D. R. Beukelman (Eds.), Language, literacy, and AAC issues for transition-age youth (pp. 35–68). Baltimore, MD: Brookes.
   Google Scholar
• George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference (13th ed.). New York: Routledge.
   Google Scholar
• Levy, Y., Smith, J., & Tager-Flusberg, H. (2003). Word reading and reading-related skills in adolescents with Williams syndrome. Journal of Child Psychology and Psychiatry, 44(4), 576–587. doi:10.1111/1469-7610.00146
   PubMed Web of Science ®Google Scholar
• Light, J., McNaughton, D., & Caron, J. (2019). New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions. Augmentative and Alternative Communication, 35(1), 26–41. doi:10.1080/07434618.2018.1557251
   PubMed Web of Science ®Google Scholar
• National Early Literacy Panel. (2008). Developing early literacy: Report of the national early literacy panel. Retrieved from http://lincs.ed.gov/publications/pdf/NELPReport09.pdf
   Google Scholar
• Perception Research Systems. (2007). Paradigm stimulus presentation. Retrieved from http://www.paradigmexperiments.com
   Google Scholar
• Saunders, K. J. (2011). Designing instructional programming for early reading skills. In W. W. Fisher, C. C. Piazza, H. S. Roane (Eds.), Handbook of applied behavior analysis (pp. 92–109). New York, NY: Guilford Press.
   Google Scholar
• Saunders, K. J., Hoffman, L., Barker, R. M., Fleming, K., Cummings, C., & Bridges, M. S. (2017). July). A nonspeech, dynamic assessment of the alphabetic principle. Paper presented at the Conference of the Society for the Scientific Study of Reading, Halifax, Nova Scotia.
   Google Scholar
• Schmidt-Naylor, A. C., Saunders, K. J., & Brady, N. C. (2017). Developing the alphabetic principle to aid text-based augmentative and alternative communication use by adults with low speech intelligibility and intellectual disabilities. American Journal of Speech-Language Pathology, 26(2), 397–412. doi:10.1044/2016_AJSLP-15-0047
   PubMed Web of Science ®Google Scholar
• Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academic Press.
   Google Scholar
• Speece, D., Case, L. P., & Molloy, D. E. (2011). Curriculum based measurement for early literacy [Assessment]. Retrieved from http://terpconnect.umd.edu/∼dlspeece/cbmreading/index.html
   Google Scholar
• Sternberg, R. J., & Grigorenko, E. L. (1998). Dynamic assessment: The nature and measurement of learning potential. Cambridge: Cambridge University Press.
   Google Scholar
• Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73–87. doi:10.1037/0012-1649.30.1.73
   Web of Science ®Google Scholar
• Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing. Austin, TX: Pro-Ed, Inc.
   Google Scholar
• Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (2013). Comprehensive test of phonological processing (2nd ed.). Austin, TX: Pro-Ed, Inc.
   Google Scholar
• Williams, K. T. (2014). Phonological and print awareness scale. Torrance, CA: Western Psychological Services.
   Google Scholar
• Woodcock, R. W. (1998). Woodcock reading mastery tests-revised. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Woodcock, R. W. (2011). Woodcock reading mastery tests (3rd ed.). Bloomington, MN: Pearson, Inc.
   Google Scholar
• Yoo, J. H., & Saunders, K. J. (2014). The discrimination of printed words by prereading children. European Journal of Behavior Analysis, 15, 123–135. doi:10.1080/15021149.2014.11434509
   PubMedGoogle Scholar