Improving Literacy Skills in Students with Complex Communication Needs Who Use Augmentative/Alternative Communication Systems

Autor/inn/en	Bailey, Rita L.; Angell, Maureen E.; Stoner, Julia B.
Titel	Improving Literacy Skills in Students with Complex Communication Needs Who Use Augmentative/Alternative Communication Systems
Quelle	In: Education and Training in Autism and Developmental Disabilities, 46 (2011) 3, S.352-368 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Intervention; Augmentative and Alternative Communication; Phonemic Awareness; Literacy; Literacy Education; Reading Skills; Error Correction; Picture Books; Phonological Awareness; Communication Problems; Junior High School Students; Correlation; Teaching Methods; Pervasive Developmental Disorders; Mental Retardation + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Korrektur; Picture book; Bilderbuch; Kommunikationsbarriere; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Geistige Behinderung
Abstract	A structured intervention package including direct, scaffolded, instructional lessons was implemented using an error correction learning system and a picture book-based phonological and phonemic awareness activity for four participants with complex communication needs, ranging from 12 to 15 years, in a junior high school setting. Although variability in participant results was noted, a functional relationship between the structured literacy intervention package and sound to letter matching ability was found. Results of this investigation indicate that this intervention package appears promising for facilitating learning of sound-to-letter matching skills in students with complex communication needs who use augmentative/alternative communication systems. However, due to the nature of single-subject research, generalizability of results is in question. Additionally, further research is needed to determine the effect of this intervention on word decoding and reading comprehension skills. (Contains 3 tables and 4 figures.) (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10