Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results

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Issue Date
2012-09Author
Barker, Robert Michael
Saunders, Kathryn J.
Brady, Nancy C.
Publisher
Taylor & Francis
Type
Article
Article Version
Scholarly/refereed, author accepted manuscript
Rights
This is an Accepted Manuscript of an article published by Taylor & Francis in Augment Altern Commun. on 2012/09, available online: http://www.tandfonline.com/10.3109/07434618.2012.704523
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Show full item recordAbstract
Our purpose was to review evidence-based literacy instruction for children with severe speech impairment (SSI) who communicate with AAC. This review focuses on three issues important to researchers in this area: participant heterogeneity, assessment and instruction, and research design. We found 8 articles that reported attempts to teach phonological awareness and individual-word reading to a total of 26 children with SSI who used AAC. We evaluated these studies based on reporting of participant characteristics, assessment and instruction modifications, and the strength of research designs. We conclude by highlighting the need for standard assessments that can be used across studies, discussing strategies for facilitating metaanalyses, and suggesting the creation of an online database for researchers to share results on literacy instruction for this population.
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Citation
Barker, R. M., Saunders, K. J., & Brady, N. C. (2012). Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results. Augmentative and Alternative Communication (Baltimore, Md. : 1985), 28(3), 160–170. http://doi.org/10.3109/07434618.2012.704523
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