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Direct linkApril 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
Lynn Ahlgrim-Delzell; Diane M. Browder; Leah Wood; Carol Stanger; Angela I. Preston; Amy Kemp-Inman – Journal of Special Education, 2016
A phonics-based reading curriculum in which students used an iPad to respond was created for students with developmental disabilities not able to verbally participate in traditional phonics instruction due to their use of augmentative and assistive communication. Time delay and a system of least prompts used in conjunction with text-to-speech…
Descriptors: Developmental Disabilities, Phonics, Handheld Devices, Telecommunications
