The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication

Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruct...

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Bibliographic Details
Published inJournal of speech, language, and hearing research Vol. 47; no. 6; pp. 1424 - 1439
Main Authors Fallon, Karen A, Light, Janice, McNaughton, David, Drager, Kathryn, Hammer, Carol
Format Journal Article
LanguageEnglish
Published United States ASHA 01.12.2004
American Speech-Language-Hearing Association
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Summary:Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corresponding pictures. Three of the 5 participants demonstrated generalization of reading skills to novel-word reading, and 4 of the 5 generalized reading skills to book contexts. Implications and directions for future research are discussed.
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ISSN:1092-4388
1558-9102
DOI:10.1044/1092-4388(2004/106)