Bootstrapping reading, writing, and spelling for augmentative and alternative communication users.
Published: 2005
Language: eng
Number of pages: 202
Description: A multiple baseline across subjects design was used during two consecutive experiments to examine the effects of instruction on four children who used augmentative and alternative (AAC) communication. The instruction was aimed at facilitating the awareness of the phonological and orthographic structure of words in order for the children to acquire beginning word recognition and spelling. The children, 8.0--9.5 years, were diagnosed with congenital severe speech and physical impairments. In Experiment 1, the children were instructed in the recognition of six letters/sounds at the beginning of spoken words for acquisition of the alphabetic principle. Instruction was carried out within a story reading context in which the children listened to storybooks while receiving instruction in recognizing the six sounds as they occurred in story words and in identifying their corresponding letters in text. In Experiment 2, the children listened to the sound blending and segmentation of the six trained letters/sounds. Instruction was carried out within the context of structured sound awareness and analysis activities. In both experiments the children used a portable keyboard for spelling. The investigator's voice supplied voice output as none of the children used voice activated AAC systems. The development of the intervention emerged from the important relationship between phonological awareness and beginning word recognition in children who are developing typically. During Experiment 1, all four children acquired the alphabetic principle at varying levels. Three children maintained their skills. Two children generalized their skills at low levels, one at high levels. During Experiment 2, one of the four children acquired beginning word recognition for trained and untrained words and nonwords. Three children increased their spelling ability post-intervention. Several limitations were addressed, most notably compromises in experimental control. The current early efficacy study provided groundbreaking evidence of the role phonological awareness instruction has on beginning word recognition in children with severe speech and physical impairments. Altogether the children's results are suggestive of the skills needed to acquire early word recognition and are suggestive of future research directions.
Notes: Thesis (Ph.D.)--University of Toronto, 2005.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 66-06, Section: B, page: 3102.