Literacy and Augmentative and Alternative Communication

✍ Scribed by Martine Smith

• Publisher: Emerald Group Publishing
• Year: 2005
• Tongue: English
• Leaves: 284
• Edition: 1
• Category: Library

✦ Synopsis

The new demands of this "computer and technology age" have focused international attention on literacy levels, on literacy development and literacy disorders. Governments have launched programs to reduce literacy difficulties and support functional literacy for all. In this context, the needs of individuals with severe speech and physical impairments may seem relatively small, and even unimportant. However, for this group of individuals in particular unlocking the literacy code opens up tremendous opportunities, minimizing the disabling effects of their underlying speech and motor impairments, and supporting participation in society. Ironically however, for a group for whom literacy is such an important achievement, current studies suggest that achieving functional literacy skills is particularly challenging.In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write. In order to become expert in both of these activities, they must learn at least a certain core of knowledge about how the symbols and messages relate to each other. Just as there are many ways to skin a chicken, there are many possible ways to achieve mastery of reading and writing. Although the essence of the task may remain the same for individuals with congenital speech impairments, they may process the task, or develop task mastery in ways that are quite different from speaking children who have no additional physical impairments. "Literacy and Augmentative and Alternative Communication" focuses on individuals with combined physical and communication impairments, who rely at least some of the time on aided communication. It investigates the range of research and application issues relating to AAC and literacy (primarily reading and writing skills), from the emergent literacy stage up through adulthood use of reading for various vocational and leisure purposes. It provides a balanced view of both the whole language as well as the more analytic approaches to reading instruction necessary for the development of reading skills.

✦ Table of Contents

Front Cover......Page 1
Title Page......Page 4
Copyright......Page 5
Series
Foreword......Page 6
References
......Page 8
Acknowledgements......Page 10
Table of Contents......Page 12
I. WHY AIM FOR LITERACY?......Page 17
II. LITERACY AND SEVERE SPEECH IMPAIRMENT......Page 18
III. ORGANIZATION OF THIS BOOK......Page 21
REFERENCES......Page 22
I. INTRODUCTION......Page 25
1. The Learning Context......Page 26
2. The Language Context......Page 27
3. The Print Context......Page 28
B. PROCESSES OF FLUENT READING......Page 29
1. The Orthographic Processor......Page 30
2. The Phonological Processor......Page 31
3. The Meaning Processor......Page 32
5. Complex Interrelationships......Page 33
III. WHAT DOES IT MEAN TO BE A COMPETENT READER–WRITER?......Page 34
A. THE IMPACT OF PHONOLOGICAL AWARENESS ON LITERACY......Page 35
B. THE IMPACT OF LITERACY ON PHONOLOGICAL PROCESSING......Page 36
C. THE INFLUENCE OF ORTHOGRAPHY TYPE ON
PHONOLOGICAL PROCESSING
......Page 37
REFERENCES......Page 39
II. STAGE THEORIES OF LITERACY DEVELOPMENT......Page 43
3. Fluency Stage......Page 44
B. DEVELOPMENTAL STAGES IN SPELLING......Page 45
1. Pre-Alphabetic and Semi-Alphabetic Spelling......Page 46
4. Derivational Relations Spelling......Page 47
4. Systematic Integration Phase......Page 48
III. ARE STAGE THEORIES HELPFUL?......Page 49
IV. HOW DO CHILDREN LEARN TO
READ AND WRITE?
......Page 51
1. Exogenous Factors......Page 52
2. Endogenous Factors......Page 53
1. Syntax and Reading......Page 54
2. Vocabulary and Reading
......Page 55
3. Phonological Processing and Reading......Page 56
V. DEVELOPING THE INGREDIENTS......Page 59
REFERENCES......Page 62
I. INTRODUCTION......Page 67
II. CASE EXAMPLES......Page 68
A. PHYSICAL IMPAIRMENT......Page 69
1. Visual Impairment......Page 70
2. Hearing Impairment......Page 71
2. Speech Impairment......Page 72

D. COGNITIVE IMPAIRMENT......Page 74
A. HOME ENVIRONMENT......Page 75
B. SCHOOL ENVIRONMENT......Page 76
V. INGREDIENTS OF LITERACY FOR AAC USERS......Page 77
A. THE LEARNING CONTEXT......Page 78
2. Language Purposes/Communicative Functions......Page 79
3. Language Structures......Page 80
C. THE PRINT CONTEXT......Page 81
1. Letter Sounds and Phonological Awareness......Page 83
A. MYTH 1......Page 84
VII. SUMMARY......Page 85
REFERENCES......Page 86
II. GENERAL PRINCIPLES OF ASSESSMENT......Page 91
A. LITERACY AS AN INTEGRATION OF SKILLS......Page 92
1. Selecting the Lens......Page 93
2. Defining the Contex......Page 95
3. The Phonological Processor......Page 99
4. Stored-Unstored Distinctions......Page 104
5. A Model to Assess Participation......Page 105
1. Static Assessment Approaches......Page 107
2. Dynamic Assessment Approaches......Page 108
3. Constraints of Assessment......Page 109
C. LITERACY AS A GOAL-DRIVEN ACTIVITY......Page 110
D. LITERACY AS A DEVELOPMENTAL PROCESS......Page 112
E. IMPLICATIONS OF ASSESSMENT ADAPTATIONS......Page 114
III. SUMMARY......Page 116
REFERENCES......Page 117
I. INTRODUCTION......Page 119
III. TOOLS AND APPROACHES......Page 120
1. Questionnaires......Page 124
2. Observation......Page 125
IV. ASSESSMENT OF LANGUAGE-RELATED SKILLS......Page 127
A. PHONOLOGICAL AWARENESS......Page 129
1. Input Tasks at the Syllable Level......Page 130
3. Input Tasks at the Intrasyllabic Level......Page 132
5. Input Tasks at the Phoneme Level......Page 133
6. Output Tasks at the Phoneme Level......Page 142
7. Phonological Recoding: Input Tasks
......Page 143
8. Phonological Recoding: Output Tasks......Page 144
B. MORPHOLOGICAL AWARENESS......Page 145
VI. ASSESSMENT OF READING SKILLS......Page 146
2. Single Word Decoding and Reading Comprehension......Page 147
2. Primary Word Reading Task......Page 148
5. Comprehension of Connected Text......Page 149
VII. SPELLING AND WRITING ASSESSMENTS......Page 150
1. Dictation......Page 152
2. Connected Writing......Page 154
4. Print-Related Skills......Page 156
VIII. SUMMARY AND CONCLUSIONS......Page 157
REFERENCES......Page 158
I. INTRODUCTION......Page 163
A. THE LEARNING CONTEXT......Page 165
3. Developmental Considerations......Page 167
B. THE LANGUAGE CONTEXT......Page 168
1. The Range and Purposes of Language......Page 169
3. Competence and Skill In Language Structure......Page 171
C. THE PRINT CONTEXT......Page 172
III. GENERAL PRINCIPLES......Page 173
B. THE ASSESSMENT BASIS......Page 175
C. CONTRASTING DEVELOPMENTAL AND
FUNCTIONAL FRAMEWORKS
......Page 176
D. CONSIDERING INTRINSIC AND EXTRINSIC FACTORS......Page 178
IV. AAC LITERACY AND PRINT LITERACY......Page 179
V. A FRAMEWORK FOR INTERVENTION: PARTICIPATION......Page 180
2. Meaning-Centered Approaches......Page 181
3. Balancing or Integrating?......Page 183
B. WRITING......Page 184
C. THE SPECIAL CASE OF SPELLING......Page 187
A. YOUNG CHILDREN......Page 189
B. OLDER CHILDREN......Page 190
VIII. SUMMARY AND CONCLUSIONS......Page 192
REFERENCES......Page 194
I. INTRODUCTION......Page 199
A. EXPANDING LITERACY NEEDS......Page 200
B. MAXIMIZING OPPORTUNITIES......Page 201
C. MINIMIZING BARRIERS TO LEARNING......Page 203
III. EMERGENT LITERACY THEMES......Page 204
IV. THE SCRAWL APPROACH......Page 210
A. S—SHARED STORIES......Page 211
B. C—COMPREHENSION......Page 212
C. R—RAPID RECOGNITION......Page 217
D. A—ANALYSIS AND ARTICULATION......Page 219
1. Spelling Activities......Page 224
2. Sentence Construction Activities......Page 228
3. Creative Writing......Page 229
VI. WORKING WITH ADULTS......Page 231
216......Page 232
REFERENCES......Page 233
I. INTRODUCTION......Page 239
II. TOOLS TO SUPPORT EARLY LITERACY......Page 241
A. HARDWARE......Page 242
B. SOFTWARE......Page 243
1. Talking Storybooks......Page 244
A. YOUNG CHILDREN......Page 245
B. OLDER CHILDREN......Page 249
C. ADULTS......Page 251
A. RATE ENHANCEMENT......Page 252
B. TEXT PREDICTION......Page 253
V. THE ROLE OF VOICE OUTPUT......Page 254
VI. THE WORLD WIDE WEB......Page 255
VII. WHAT KIND OF LITERACY?......Page 256
REFERENCES......Page 258
I. INTRODUCTION......Page 261
II. LOOKING BACK......Page 262
A. BUILDING PRACTICE......Page 264
B. SETTING AN AGENDA FOR RESEARCH......Page 265
REFERENCES......Page 267
Dolch Word List......Page 269
BOOKS WITH RHYME......Page 271
FOR ADULTS......Page 272
INDEX OF NAMES......Page 273
SUBJECT INDEX......Page 279