The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication
| Autor: | Kathryn D. R. Drager, David McNaughton, Carol Scheffner Hammer, Janice Light, Karen A. Fallon |
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| Rok vydání: | 2004 |
| Předmět: |
Male
Linguistics and Language Matching (statistics) Vocabulary Communication Aids for Disabled Adolescent media_common.quotation_subject Speech Disorders Language and Linguistics Literacy Speech and Hearing Reading (process) Generalization (learning) Humans Learning Child media_common Teaching Linguistics Augmentative and alternative communication Reading Socioeconomic Factors Education Special Female Psychology Reading skills Cognitive psychology |
| Zdroj: | Journal of Speech, Language, and Hearing Research. 47:1424-1439 |
| ISSN: | 1558-9102 1092-4388 |
| DOI: | 10.1044/1092-4388(2004/106) |
| Popis: | 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. |
| Databáze: | OpenAIRE |
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