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Bibliography:
Literacy and AAC, Literacy and Disability
The following is a list of articles that we have found
instructive about Literacy and AAC:
(Please note that this is not a comprehensive list.)
(Download a
PDF* Document of the bibliography.)
Bedrosian, J., Lasker, J., Speidel, K., and Polisch,
A. (2003). Enhancing the written narrative skills of an AAC student with
autism: Evidence-based research issues. Topics in Language Disorders,
23(4), 305-324.
Bird, J., Bishop, D.V.M. & Freeman, N. (1995). Phonological awareness
and literacy development in children with expressive phonological impairments.
Journal of Speech and Hearing Research, 38, 446-462.
Bishop, K., Rankin, J., & Mirenda, P. (1984). Impact of graphic symbol
use on reading acquisition. Augmentative and Alternative Communication,
10, 113-125.
Bishop, DVM., & Robson, J. (1989). Unimpaired short term memory and
rhyme judgement in congenitally speechless individuals. The Quarterly
Journal of Experimental Psychology, 41A(1), 123-140.
Blackstone, S. (1989, Jan) ACN's guidelines for teaching literacy skills.
Augmentative Communication News
Blischak, Doreen M. (1994).Phonological awareness: Implications for individuals
with little or no functional speech. Augmentative and Alternative Communication,
10, 245-254.
Blischak, Doreen M. (1995). Thomas the writer: Case study of a child with
severe physical, speech and visual impairments. Language, Speech and
Hearing Services in Schools. 26 (1), 11-20.
Blischak, D. & Schlosser, R. (2003). Use of technology to support
independent spelling by students with autism. Topics in Language Disorders,
23(4), 293-304.
Block, J.D. (1978). Teaching reading and writing skills to a teenaged
spastic cerebral palsied person: A long-term case study. Perceptual
and Motor Skills, 46, 31-41.
Blockberger, S. (2005). Continuous Improvement: Promoting Literacy Instruction
for AAC users in inclusive educational environments. Figuratively Speaking,
The National Newsletter of the Canadian Chapter of the International Society
for Augmentative and Alternative Communication, Number 26, 4-5.
Bochner, S., Outhred, L., and Pieterse, M. (2001). A study of functional
literacy skills in young adults with down syndrome. International Journal
of Disability, Development and Education, 48(1), 67-89.
Browning, N. (2002). Literacy of children with physical disabilities:
A literature review. Canadian Journal of Occupational Therapy,
176-182.
Cunningham, J., Erickson, K., Spadorcia, S., Koppenhaver, D., Cunningham,
P. Yoder, D., and McKenna, M. (1999). Assessing decoding from an onset-rime
perspective. JLR 31(4), 391-414.
Dahlgren Sandberg, A. (2001). Reading and spelling, phonological awareness,
and working memory in children with severe speech impairments: A longitudinal
study. Augmentative and A!ternative Communication, 17, 11-26.
Dahlgren Sandberg, A. & Hjelmquist, E. (1996a).Phonological awareness
and literacy in nonspeaking preschool children with cerebral palsy. Augmentative
and Alternative Communication, 12, 138-153.
Dahlgren Sandberg, A (2002). Reading and spelling abilities in nonvocal
children with CP during a six year period. Paper presented at the ISAAC
Biennial Conference, Denmark.
Dahlgren Sandberg, A. & Hjelmquist, E. (1997). Language and Literacy
in nonvocal children with CP. Reading and Writing: An Interdisciplinary
Journal, 9, 107-133.
Dorman, C. (1987) Verbal, perceptual and intellectual factors associated
with reading achievement in adolescents with CP. Perceptual and Motor
Skills, 64, 671-678.
Dyson, A. (1990). Weaving possibilities: Rethinking metaphors for early
lieteracy development. The Reading Teacher 44(3), 202-213.
Erickson, Karen A. (2000). All children are ready to learn: An emergent
versus readiness perspective in early literacy assessment. Seminars
in Speech and Language, 2! (3), 193-203.
Erickson, Karen A. & Koppenhaver, David, A. (1995). Developing a literacy
program for children with severe disabilities. Reading Teacher, 48,
676-684.
Erickson, K. (2002). The Adolescent Literacy Learning Link: An Alternative
Teaching Model. Paper presented at the ISAAC Biennial Conference, Denmark.
Erickson, Karen A. & Koppenhaver, David, A. (1998).Using the “Write
Talknology" with Patrick. Teaching Exceptional Children, September/October,
58-64.
Fallan, K., Light, J., McNaughton, D., & Hammer, C. (2004). The effects
of direct instruction on the single-word reading skills of children who
require augmentative and alternative communication. Journal of Speech,
Language and Hearing Research, 47(6), 1424-1439.
Farrall, J. (2002). Interactive Storytime: Including All Students in Guided
Reading. Paper presented at the ISAAC Biennial Conference, Denmark.
Ferreira, J., Ronnberg, J. & Gusafson, S. (2002). Compot-computerised
phonological training promoting !iteracv among children with CP. Paper
presented at the ISAAC Biennial Conference, Denmark.
Foley, B. (1993)The development of literacy in individuals with severe
congenital speech and motor impairments. Topics in Language Disorders,
13(2), 16-32.
Foley, B. & Staples, A. (2003). Developing augmentative and alternative
communication (AAC) and literacy interventions in a supported employment
setting. Topics in Language Disorders, 23(4), 325-343.
Foorman, B. & Torgeson, J. (2001). Critical elements of classroom
and small-group instruction promote reading success in all children. Learning
Disabilities Research and Practice, 16(4), 203-212.
Fuchs, D. Fuchs, L., Thompson, A. Al Otaiba, S., Yen, L. Yang, N., Braun,
M. and O'connor, R. Exploring the importance of reading programs for kindergartners
with disabilities in mainstream classrooms. Exceptional Children, 68(3),
295-311
lacono, T. (2002). Web-based Materials for Reading Assessment and Intervention.
Paper presented at the ISAAC Biennial Conference, Denmark.
lacono, T. & Cupples, L. (2004). Assessment of phonemic awareness
and wod reading skills of people with complex communication needs. Journal
of Speech, Language and Hearing Research, 47(2), 437-449.
Justice, L. & Kaderavek, J. (2002). Using Shared storybook reading
to promote emergent literacy. Teaching Exceptional Children, March/April,
9-13.
Kaderavek, J. & Rabidoux, P. (2004). Interactive to independent literacy:
A model for designing literacy goals for children with atypical communication.
Reading and Writing Quarterly, 20, 237-260.
Katims, D. (1991) Emergent literacy in early childhood special education:
Curriculum and instruction. Topics in Early Childhood Special Education
,11(1) 69-84
King-DeBaun, P. (2002). Autism, ACC and Emergent Literacy: Tools that
Work! Paper presented at the ISAAC Biennial Conference, Denmark.
Klenk, Laura. (1994). Case study in reading disability: An emergent literacy
perspective. Learning Disability Quarterly, 17(1), 33-56.
Koppenhaver, D. (2000). Literacy in AAC: What should be written on the
envelope we push? Augmentative and Alternative Communication, 16
(4), 270-279.
Koppenhaver, D. Coleman, P. Kalman, S. & Yoder, D. (1991). The implications
of emergent literacy research for children with developmental disabilities.
Journal of Speech Language Pathology, 1(1), 38-44.
Koppenhaver, David, A, Erickson, Karen, A., Harris, B., McLellan J., Skotko,
B., Newton, R.A. (2001). Storybook-based Communication Intervention for
Girls with Rett Syndrome and their Mothers. International Journal on
Disability and Rehabilitation, 23, 149-159.
Koppenhaver, D. & Erickson, K. (2003). Natural emergent literacy supports
for preschoolers with autism and severe communication impairments. Topics
in Language Disorders, 23(4), 283-292.
Koppenhaver, David, A. & Pierce, P.L. Written Language Development
Research in AAC. Paper for the International Society for Augmentative
and Alternative Communication Research Symposium, 1994.
Koppenhaver, D., Spadorcia, S. & Erickson, K. (1998). How do we provide
inclusive early literacy instruction for children with disabilities? In
S. B. Neuman & K.A. Roskos (Eds.) Children Achieving: Best practices
in early literacy (pp. 77-97) Newark, DE: International Reading Association.
Koppenhaver, D. & Yoder, D. (1993). Classroom literacy instruction
for children with severe speech and physical impairments (SSPI): What
is and what ought to be. Topics in Language Disorders, 13(2), 1-15.
Light, J., Binger, C. & Kelford Smith, A. (1994). Story reading interactions
between preschoolers who use AAC and their mothers. Augmentative and
Alternative Communication, 10 (4), 255-268.
Light, J. & Kelford Smith, A. (1993). Home literacy experiences of
preschoolers who use AAC systems and of their nondisabled peers. Augmentative
and Alternative Communication, 9, 10-25.
Light, J. & McNaughton, D. (1993) Literacy and augmentative and alternative
communication (AAC): The expectations and priorities of parents and teachers.
Topics in Language Disorders 13(2), 33-46.
McCall, S. & McLinden, M. (2001). Literacy and children who are blind
and who have additional disabilities – the challenges for teachers
and researchers. International Journal of Disability, Development,
and Education, 48(4), 355-375.
McNaughton, S. (1993). Graphic representational systems and literacy learning.
Topics in Language Disorders, 13(2), 58-75.
Marvin, C. (1994). Home literacy experiences of preschool children with
single and multiple disabilities. Topics in Early Childhood Special
Education, 4, 436-454.
Millar, D., Light, J., & McNaughton, D. (2004). The effect of direct
instruction and writers workshop on the early writing skills of children
who use augmentative and alternative communication. Augmentative and
Alternative Communication, 20, 164-178.
Miller, Judith C. (1994). Early education special education: Communication
delay and literacy. Day Care & Early Education, 22 (1), 40-42.
Mirenda, P. (2003). “He’s not really a reader…”:
Perspectives on supporting literacy development in individuals with autism.
Topics in Language Disorders, 23(4), 271-282.
Mandel Morrow, Lesley. (1990). Preparing the classroom environment to
promote literacy during play. Early Childhood Research Quarterly, 5,
537-554.
Moni, K. & Jobling, A. (2001). Reading-related literacy learning of
young adults with down syndrome: Findings from a three year teaching and
research program. International Journal of Disability, Development
and Education, 48(4), 377-393.
Morris, R. and Raghavendra, P. (2002). Comparison of Feedback Conditions
for Spelling Instruction in AAC. Paper presented at the ISAAC Biennial
Conference, Denmark.
Olsen, RK, Foltz, G & Wise, B. (1986) Reading instruction and remediation
with the aid of computer speech. Behavior Research Methods, Instruments,
and Computers, 18, 93-99.
Oxley, J., Civils, C. & Williams, M. (2002). Using Speech Synthesis
to Promote Active Participation in Literacy Education. Paper presented
at the ISAAC Biennial Conference, Denmark.
Phillips, G & McNaughton, S. (1990) The practice of story book reading
to preschool children in mainstream New Zealand families. Reading Research
Quarterly, 25, 196-212.
Pierce, P. & McWilliams, P.J. (1993). Emerging literacy and children
with severe speech and physical impairments (SSPI): Issues and possible
intervention strategies. Topics in Language Disorders, 13(2), 47-57.
Rankin, J.L. Harwood, K., & Mirenda, P. (1984). Influence of graphic
symbol use on reading comprehension. Augmentative and Alternative Communication,
10, 269-281.
Reitsma, P. (1988). Reading practice for beginners: Effects of guided
reading, reading-while-listening, and independent reading with computer-based
speech feedback. Reading Research Quarterly 23(2), 219-235.
Reitsma, P. (1988). Reading practice for beginners: Effects of guided
reading, reading-while-listening, and independent reading with computer-based
speech feedback. Reading Research Quarterly 23(2), 219-235.
Smith, M.M. (1992). Reading abilities of nonspeaking students: Two case
studies. Augmentative and Alternative Communication, 8, 57-66.
Smith, M.M. (2001). Simply a Speech Impairment? Literacy challenges for
individuals with severe congenital speech impairments. International
Journal Of Disability 48(4), 331-353.
Steelman, J., Pierce, P. & Koppenhaver, D. (1993). The role of computers
in promoting literacy in children with severe speech and physical impairments.
Topics in Language Disorders, 13(2),76-88.
Sturm, J. (2002). Literacy Instructional Practices of General Education:
Implications for. AAC Users. Paper presented at the ISAAC Biennial Conference,
Denmark.
Sturm, J. (2002). Supporting. Personal Experiences and Topic Choice in
Literacy Activities. Paper presented at the ISAAC Biennial Conference,
Denmark.
Sturm, J.& Clendon, S. (2004). Augmentative and alternative communication,
language, and literacy: Fostering the relationship. Topics in Language
Disorders, 24(1), 76-91.
Vandervelden, M. & Siegal, L. (1999). Phonological processing and
literacy in AAC users and students with motor speech impairments. Augmentative
and Alternative Communication, 15 (3), 191-211.
Download the Bibliography:
Literacy and AAC, Literacy and Disability PDF* Document.
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