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Christine Holyfield; Lauramarie Pope; Janice Light; Erik Jakobs; Emily Laubscher; David McNaughton; Olivia Pfaff – Augmentative and Alternative Communication, 2024
Literacy skills can assist in the navigation and enjoyment of adult life. For individuals who have reached adulthood without strong literacy skills, opportunities for continued literacy learning are few. Redesigning AAC technologies to support literacy skill development could extend literacy learning opportunities for adults with developmental…
Descriptors: Down Syndrome, Adults, Augmentative and Alternative Communication, Speech Impairments
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Sara C. Collins; Andrea Barton-Hulsey; Christy Timm-Fulkerson; Michelle C. S. Therrien – Journal of Developmental and Physical Disabilities, 2024
Understanding the early literacy abilities of children who use augmentative and alternative communication (AAC) is essential for designing and testing methods of reading intervention focused on printed orthography. School-based professionals need assessments that measure word reading skills of students with heterogenous speech and physical…
Descriptors: Emergent Literacy, Augmentative and Alternative Communication, Reading Instruction, Reading Skills
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April M. Yorke; Jessica Gosnell Caron; Nina Pukys; Emily Sternad; Christina Grecol; Carley Shermak – Journal of Developmental and Physical Disabilities, 2021
The acquisition of reading skills is vital for all individuals given the ubiquitous influence of reading on academic outcomes and quality of life. Individuals with complex communication needs, requiring the supports of augmentative and alternative communication (AAC), are often excluded from learning phonological approaches to literacy. Most…
Descriptors: Reading Instruction, Augmentative and Alternative Communication, Intervention, Phonological Awareness