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Direct linkCaron, Jessica; Light, Janice; McNaughton, David – Research and Practice for Persons with Severe Disabilities, 2020
The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app on the single-word reading skills of five individuals with severe disabilities and…
Descriptors: Computer Software, Augmentative and Alternative Communication, Severe Disabilities, Communication Disorders
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
Browder, Diane; Ahlgrim-Delzell, Lynn; Flowers, Claudia; Baker, Joshua – Remedial and Special Education, 2012
This study evaluated the effectiveness of a multicomponent early literacy curriculum that included phonics and phonemic awareness in comparison to a sight word approach. A total of 93 students with severe developmental disabilities who were enrolled in Grades K through 4 were randomly assigned to either a multicomponent early literacy curriculum…
Descriptors: Phonics, Sight Vocabulary, Developmental Disabilities, Phonemic Awareness
