Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Current research has shown both pediatric and adult augmentative and alternative (AAC) users underachieve in their reading and spelling skills. Their underperformance is not secondary to a lack of cognitive and linguistic abilities (Sandberg, Smith, & Larsson, 2010). The outcome of improved literacy for this population will mean improved educational opportunities, vocational opportunities, self-expression, potential for independent living, and entertainment (Light, McNaughton, Weyer, & Karg, 2008; Erickson, 2003).
The purpose of this study was to determine if a parent-centered literacy training program for AAC users will increase the users’ emergent literacy skills. A pretest posttest design was used to determine the effectiveness of the parent-training program following an eight-week period of implementation. The participants demonstrated some improvements in their emergent literacy skills based on caregiver report via surveys. A quantitative analysis was unable to be completed due to participant limitations. Further research in literacy development for AAC users is recommended.
Bowers, M. & Coulter, K. (2018). Caregiver Training Program on Emergent Literacy of Augmentative and Alternative Communication Users. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1979-1984). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 18, 2019 from https://www.learntechlib.org/primary/p/182798/.
© 2018 Association for the Advancement of Computing in Education (AACE)
- Erickson, K. (2003). Reading comprehension in AAC. American Speech-Language-Hearing Association 8, (6-9).
- Kaderavek, J.N. (2015). Language Disorders in Children: Fundamental Concepts of Assessment and Intervention (2nd ed). Boston: Pearson.
- Light, J., & Kent-Walsh, J. (2003). Fostering emergent literacy for children who require AAC. American SpeechLanguage-Hearing Association, 4-29.
- Light, J., McNaughton, D., Weyer, M., & Karg L. (2008). Evidence-based literacy instruction for individuals who require augmentative and alternative communication: A case study of a student with multiple disabilities. Seminars in Speech Language.
- McLaughlin, S. (2007). Introduction to Language Development (2nd ed.). University of Central Oklahoma: Edmond.
- Pebly, M., & Koppenhaver, D. (2001). Emergent and early literacy interventions for students with severe communication impairments. Seminars in Speech Language Pathology. 22(3), 221 – 230.
- Sandberg, A., Smith, M., & Larsson, M. (2010). An analysis of reading and spelling abilities of children using AAC: Understanding a continuum of competence. Augmentative and Alternative Communication, 26(3), 191-202.
- Spracher, M.M. (2000). Learning about literacy: SLPs play key role in reading, writing. The ASHA Leader, 5(1), 19th ser. Retrieved March 7, 2016, from http://leader.pubs.asha.org/article.aspx?articleid=2292588 Strum, J., Spadorcia, S., Cunningham, J., Cali, K., Staples, A., Karen Erickson, K.,... Koppenhaver, D. (2006). What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication, 22(1), 21-36.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.