Augmentative and Alternative Communication, Language, and Literacy: Fostering the Relationship

  title={Augmentative and Alternative Communication, Language, and Literacy: Fostering the Relationship},
  author={Janet M. Sturm and Sally A Clendon},
  journal={Topics in Language Disorders},
Language is the common thread underlying speaking, listening, reading, and writing. For children who use augmentative and alternative communication (AAC), a solid foundation in language and communication is essential to active literacy learning across grades. This article examines the language and literacy relationship for children who use AAC. It describes the language and literacy development of these children, highlights intrinsic and extrinsic learning challenges, examines the communication… Expand
Literacy instruction for young children with severe speech and physical impairments: A systematic review
ABSTRACT Children with severe speech and physical impairment who use augmentative and alternative communication (AAC) present unique challenges in literacy development. Traditional readingExpand
Evidence-based literacy instruction for individuals who require augmentative and alternative communication: a case study of a student with multiple disabilities.
The components of effective evidence-based literacy instruction, including skills to target for instruction, effective instructional procedures to teach these skills, and adaptations to accommodate the needs of individuals with significant speech, motor, and other disabilities are described. Expand
Early Literacy and AAC for Learners With Complex Communication Needs
Augmentative and Alternative Communication (AAC) systems are a common assistive technology (AT) intervention for learners with complex communication needs (CCN) – those learners who are unable to useExpand
Use of Technology for Literacy Acquisition Among Children with Communication Difficulties
This chapter addresses some of the assistive technology (AT) uses that have been developed to enhance literacy skills by children with communication difficulties (CD). The chapter addresses theExpand
Improving Literacy Skills in Students with Complex Communication Needs Who Use Augmentative/Alternative Communication Systems
A structured intervention package including direct, scaffolded, instructional lessons was implemented using an error correction learning system and a picture book-based phonological and phonemicExpand
“Knowledge is Power”: Reading, Writing, and Promoting Self-Determination among Adolescents with Multiple Disabilities
Emergent readers and writers with multiple disabilities, who use augmentative and alternative communication (AAC), require many opportunities throughout the day to engage in literacy. The quality ofExpand
Immersive Communication Intervention for Speaking and Non-speaking Children with Intellectual Disabilities
The current study demonstrates the effectiveness of an intervention that addresses both home care and day care for children with intellectual disabilities while also taking the large individualExpand
New and emerging AAC technology supports for children with complex communication needs and their communication partners: State of the science and future research directions
The state of the science and future directions related to recent research and development of AAC technologies as supports to enhance language learning, facilitate social interaction, improve literacy skills, increase participation in society, and teach interaction strategies to communication partners are reviewed. Expand
AAC and RTI: building classroom-based strategies for every child in the classroom.
The levels of support provided by RTI, the speech-language pathologist's role inRTI, and strategies and supports for achieving academic success for children who use AAC are discussed. Expand
The Effects of Home-Based Literacy Activities on the Communication of Students with Severe Speech and Motor Impairments.
This study examined the effects of using sensory, augmentative, and alternative communication (AAC), and supportive communication strategies on the rate and type of communication used by threeExpand


The Meaning Makers: Children Learning Language and Using Language to Learn. First Edition.
  • G. Wells
  • Psychology, Computer Science
  • 1985
The children and their families learning to talk - the pattern of development learning to talk - the construction of language talking to learn from home to school helping children to make knowledgeExpand
Integrated Communication and Literacy Instruction for a Child with Multiple Disabilities
This longitudinal case study examined the communication and literacy learning progress of an 11-year-old boy with severe speech and physical impairments related to cerebral palsy. TheoreticallyExpand
Childhood reading and writing experiences of literate adults with severe speech and motor impairments
A retrospective survey was conducted to determine some of the childhood reading and writing experiences and shared personal characteristics of a group of 22 literate adults with congenital severeExpand
Breaking the speech barrier : language development through augmented means
In engaging, storytelling style, speech-language pathologist Romski and psychologist Sevcik describe how they carried their research from language lab to school and in the process changed the livesExpand
What happens to reading between first and third grade? Implications for students who use AAC
The results of a survey project that examined the reading activities of general education students and teachers during primary grade instruction are presented, and critical shifts in instruction that occurred between first and third grade are highlighted. Expand
Fostering early language acquisition and AAC use: exploring reciprocal influences between children and their environments
This paper proposes future directions for research examining the communicative environments of young children who are potential candidates for augmentative and alternative communication (AAC) andExpand
Grammatical issues in graphic symbol communication
In this article, issues and concepts related to the study of production, comprehension, and acquisition of syntax and morphology by children who need augmentative and alternative communication (AAC)Expand
Literacy in AAC: What should be written on the envelope we push?
This paper is the text of the Don Johnston, Inc. Distinguished Lecture that was presented by the author at the Biennial ISAAC Conference in Dublin, Ireland in August 1998. In the lecture, the authorExpand
Home literacy experiences of preschoolers who use AAC systems and of their nondisabled peers
A survey was employed to compare the home literacy experiences of physically disabled preschoolers who use augmentative and alternative communication (AAC) systems to the experiences of theirExpand
Augmentative communication systems taught to cerebral-palsied children--a longitudinal study. II. Pragmatic features of sign and symbol use.
  • O. Udwin, W. Yule
  • Psychology, Medicine
  • The British journal of disorders of communication
  • 1991
Pragmatic analysis of the sign and symbol utterances produced by 40 language-impaired, cerebral-palsied children in semi-structured conversational settings revealed severe restrictions in the range of communicative functions used, which suggests that overall neither augmentative mode facilitated greater communicative use than the other. Expand