Foundational Reading Interventions Adapted for Individuals Who Require Augmentative and Alternative Communication (AAC): a Systematic Review of the Research

Author:

Yorke April M.ORCID,Caron Jessica Gosnell,Pukys Nina,Sternad Emily,Grecol Christina,Shermak Carley

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Physical Therapy, Sports Therapy and Rehabilitation

Reference74 articles.

1. * Ahlgrim-Delzell, L., Browder, D., Wood, L., Stanger, C., Preston, A., & Kemp-Inman, A. (2016). Systematic instruction of phonics skills using an iPad for students with developmental disabilities who are AAC users. Journal of Special Education, 86–97(1129), 50.

2. ** Ahlgrim-Delzell, L., Browder, D., & Wood, L. (2014). Effects of systematic instruction and an augmentative communication device on phonics skills acquisition for students with moderate intellectual disability who are nonverbal. Education and Training in Autism and Developmental Disabilities, 49, 517–532.

3. * Ainsworth, M. K. (2014). Effectiveness of the ALL curriculum to teach basic literacy skills to groups of students with severe disabilities and complex communication needs (Ph.D., George Mason University). Retrieved from http://search.proquest.com/pqdt/docview/1651236335/abstract/8B2A0CA8A6E44745PQ/16.

4. Allor, J. H., & Chard, D. J. (2011). A comprehensive approach to improving reading fluency for students with disabilities. Focus on Exceptional Children, 43, 1–12. https://doi.org/10.17161/foec.v43i5.6909.

5. * Bailey, R. L., Angell, M. E., & Shannon, J. (2012). Efficacy of a direct instruction program on code-related skills for children with developmental delays. Contemporary Issues in Communication Science and Disorders, 84–97(1141), 39.

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