ATTENTION: The software behind KU ScholarWorks is being upgraded to a new version. Starting July 15th, users will not be able to log in to the system, add items, nor make any changes until the new version is in place at the end of July. Searching for articles and opening files will continue to work while the system is being updated.
If you have any questions, please contact Marianne Reed at mreed@ku.edu .
Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results
dc.contributor.author | Barker, Robert Michael | |
dc.contributor.author | Saunders, Kathryn J. | |
dc.contributor.author | Brady, Nancy C. | |
dc.date.accessioned | 2017-04-07T20:16:39Z | |
dc.date.available | 2017-04-07T20:16:39Z | |
dc.date.issued | 2012-09 | |
dc.identifier.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 | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/23614 | |
dc.description.abstract | 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. | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.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 | en_US |
dc.subject | Reading instruction | en_US |
dc.subject | Phonological awareness | en_US |
dc.subject | AAC | en_US |
dc.subject | Single-subject design | en_US |
dc.subject | Assessment | en_US |
dc.title | Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Saunders, Kathryn J. | |
kusw.kuauthor | Brady, Nancy C. | |
kusw.kudepartment | Schiefelbusch Institute for Life Span Studies at Parsons | en_US |
dc.identifier.doi | 10.3109/07434618.2012.704523 | en_US |
kusw.oaversion | Scholarly/refereed, author accepted manuscript | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.rights.accessrights | openAccess |
Files in this item
This item appears in the following Collection(s)
-
Life Span Institute Scholarly Works [129]
This collection contains work by the faculty and researchers affiliated with the Life Span Institute.