Literacy and Augmentative and Alternative Communication
- 1st Edition - October 22, 2004
- Imprint: Academic Press
- Author: Martine Smith
- Language: English
- eBook ISBN:9 7 8 - 0 - 0 8 - 0 4 7 8 9 5 - 1
The new demands of this "computer and technology age" have focused international attention on literacy levels, on literacy development and literacy disorders. Governments have… Read more
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Request a sales quoteThe new demands of this "computer and technology age" have focused international attention on literacy levels, on literacy development and literacy disorders. Governments have launched programs to reduce literacy difficulties and support functional literacy for all. In this context, the needs of individuals with severe speech and physical impairments may seem relatively small, and even unimportant. However, for this group of individuals in particular unlocking the literacy code opens up tremendous opportunities, minimizing the disabling effects of their underlying speech and motor impairments, and supporting participation in society. Ironically however, for a group for whom literacy is such an important achievement, current studies suggest that achieving functional literacy skills is particularly challenging.
In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write. In order to become expert in both of these activities, they must learn at least a certain core of knowledge about how the symbols and messages relate to each other. Just as there are many ways to skin a chicken, there are many possible ways to achieve mastery of reading and writing. Although the essence of the task may remain the same for individuals with congenital speech impairments, they may process the task, or develop task mastery in ways that are quite different from speaking children who have no additional physical impairments.
Literacy and Augmentative and Alternative Communication focuses on individuals with combined physical and communication impairments, who rely at least some of the time on aided communication. It investigates the range of research and application issues relating to AAC and literacy (primarily reading and writing skills), from the emergent literacy stage up through adulthood use of reading for various vocational and leisure purposes. It provides a balanced view of both the whole language as well as the more analytic approaches to reading instruction necessary for the development of reading skills.
In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write. In order to become expert in both of these activities, they must learn at least a certain core of knowledge about how the symbols and messages relate to each other. Just as there are many ways to skin a chicken, there are many possible ways to achieve mastery of reading and writing. Although the essence of the task may remain the same for individuals with congenital speech impairments, they may process the task, or develop task mastery in ways that are quite different from speaking children who have no additional physical impairments.
Literacy and Augmentative and Alternative Communication focuses on individuals with combined physical and communication impairments, who rely at least some of the time on aided communication. It investigates the range of research and application issues relating to AAC and literacy (primarily reading and writing skills), from the emergent literacy stage up through adulthood use of reading for various vocational and leisure purposes. It provides a balanced view of both the whole language as well as the more analytic approaches to reading instruction necessary for the development of reading skills.
Students and practicing professionals directly involved in service delivery (speech-language pathologists, special educators, occupational therapists).
Chapter 1: Introduction
I. THE IMPORTANCE OF LITERACY
II. LITERACY AND SEVERE SPEECH IMPAIRMENT
Chapter 2: The Process of Reading and Writing
I. INTRODUCTION
II. MODELS OF READING AND WRITING
A. INGREDIENTS OF LITERACY
1. The Learning Context
2. The Language Context
3. The Print Context
B. PROCESSES OF FLUENT READING
1. The Orthographic Processor
2. The Phonological Processor
3. The Meaning Processor
4. The Context Processor
5. Complex Inter-relationships
II. WHAT DOES IT MEAN TO BE A COMPETENT READER-WRITER?
A. THE IMPACT OF PHONOLOGICAL AWARENESS ON LITERACY
B. THE IMPACT OF LITERACY ON PHONOLOGICAL PROCESSING
C. THE IMPACT OF ORTHOGRAPHY TYPE ON PHONOLOGICAL PROCESSING
III. SUMMARY
Chapter 3: Literacy Learning
I. INTRODUCTION
II. STAGE THEORIES OF LITERACY DEVELOPMENT
A. DEVELOPMENTAL STAGES IN READING
1. Pre-alphabetic stage
2. Decoding or alphabetic stage
3. Fluency stage
4. ‘Reading to learn’ stage
B. DEVELOPMENTAL STAGES IN SPELLING
1. Pre-alphabetic and semi-slphabetic spelling
2. Alphabetic spelling
3. Orthographic / conventional spelling
4. Derivational relations spelling
C. WRITING DEVELOPMENT
1. Preparation phase
2. Consolidation phase
3. Differentiation phase
4. Systematic integration phase
D. ARE STAGE THEORIES HELPFUL?
III. HOW DO CHILDREN LEARN TO READ AND WRITE?
A. PARTNERSHIP OF FACTORS
1. Exogenous Factors
a) Context
b) Instruction
c) Opportunities
d) Nature of orthography
2. Endogenous Factors
a) Sensory, Perceptual and Motor Skills
b) Cognitive skills
c) Linguistic skills
B. LANGUAGE SKILLS AND READING
1. Syntax and reading
2. Vocabulary and Reading
3. Phonological skills and reading
a) Segmentation
b) Phonological Awareness
IV. DEVELOPING THE INGREDIENTS
V. SUMMARY
Chapter 4: Literacy and AAC
I. INTRODUCTION
II. CASE EXAMPLES
III. INTRINSIC FACTORS
A. PHYSICAL IMPAIRMENT
B. SENSORY/PERCEPTUAL IMPAIRMENT
1. Visual Impairment
2. Hearing Impairment
C. LANGUAGE IMPAIRMENT
1. Language
2. Speech impairment
D. COGNITIVE IMPAIRMENT
IV. EXTRINSIC FACTORS
A. HOME ENVIRONMENT
B. SCHOOL ENVIRONMENT
V. INGREDIENTS OF LITERACY FOR AAC USERS
A. THE LEARNING CONTEXT
B. THE LANGUAGE CONTEXT
1. Communication / Interaction
2. Language purposes / Communicative Functions
3. Language Structures
C. THE PRINT CONTEXT
1. Words
VI. MYTHS REVISITED
A. MYTH 1
B. MYTH 2
Chapter 5: Assessment Principles
I. INTRODUCTION
II. GENERAL PRINCIPLES OF ASSESSMENT
A. LITERACY AS AN INTEGRATION OF SKILLS
1. Selecting the lens
a. The wide-angled lens
b. The regular lens
c. The close-up lens
2. Defining the context
a. The learning context
b. The language context
c. The print context
3. The Phonological Processor
4. Stored – un-stored distinctions
5. The Participation Model
B. THE TIME-FRAME OF ASSESSMENT
1. Static assessment approaches
2. Dynamic assessment approaches
3. Constraints of assessment
C. LITERACY AS A GOAL-DRIVEN ACTIVITY
D. LITERACY AS A DEVELOPMENTAL PROCESS
E. IMPLICATIONS OF ASSESSMENT ADAPTATIONS
III. SUMMARY
Chapter 6: Practicalities of Assessment
I. INTRODUCTION
II. A POSSIBLE MODEL
III. TOOLS AND APPROACHES
A. QUALITATIVE APPROACHES
1. Questionnaires
2. Observation
B. QUANTITATIVE APPROACHES
IV. ASSESSMENT OF LANGUAGE SKILLS
A. VOCABULARY KNOWLEDGE
B. COMPREHENSION OF SYNTAX
C. PRAGMATIC KNOWLEDGE
D. NAME ENCODING AND NAME RETRIEVAL
V. ASSESSMENT OF METALINGUISTIC SKILLS
A. PHONOLOGICAL AWARENESS
1. Input tasks at the syllable level
2. Output tasks at the syllable level
3. Input tasks at the intra-syllabic level
4. Output tasks as the intra-syllabic level
5. Input tasks at phonemic level
6. Output tasks at phonemic level
7. Phonological recoding: Input tasks
8. Phonological recoding: Output tasks
B. MORPHOLOGICAL AWARENESS
a. Facility with inflectional morphemes
b. Facility with derivational morphemes
VI. ASSESSMENT OF READING SKILLS
A. FORMAL MEASURES OF READING
B. ADDITIONAL MATERIALS
1. Decoding single words
2. Primary word reading task
3. Lexical decision
4. Proofreading
5. Comprehension of connected text
6. Reading cloze
VII. SPELLING AND WRITING ASSESSMENTS
A. TASKS
1. Dictation
a. Scoring
b. Modality issues
2. Connected writing
3. Recognition tasks
4. Print-related skills
VIII. SUMMARY
Chapter 7: Principles of Intervention
I. INTRODUCTION
II. CONTEXTS FOR CONSIDERATION
A. THE LEARNING CONTEXT
1. Socio-cultural considerations
2. Developmental considerations
3. Educational considerations
B. THE LANGUAGE CONTEXT
1. The Range and Purposes of Language
2. The Range and Purposes of Print
3. Competence and Skill in Language Structure
C. THE PRINT CONTEXT
III. GENERAL PRINCIPLES
A. DEFINING GOOD INTERVENTION.
B. THE ASSESSMENT BASIS
C. CONTRASTING DEVELOPMENTAL AND FUNCTIONAL FRAMEWORKS
D. CONSIDERING INTRINSIC AND EXTRINSIC FACTORS
IV. AAC LITERACY AND PRINT LITERACY
V. A FRAMEWORK FOR INTERVENTION: PARTICIPATION.
VI. APPROACHES TO INSTRUCTION
A. READING
1. Skill-Centred Approaches
2. Meaning-Centred Approaches
3. Balancing or Integrating?
B. WRITING
C. THE SPECIAL CASE OF SPELLING
D. LITERACY WORKING TOGETHER
VII. SPECIFIC APPLICATIONS
A. YOUNG CHILDREN
B. OLDER CHILDREN
C. ADULTS
VIII. SUMMARY AND CONCLUSIONS
Chapter 8: The Practicalities Intervention: Scrawling a Path to Literacy
I. INTRODUCTION
II. KEY GOALS
A. EXPANDING LITERACY NEEDS
B. MAXIMISING OPPORTUNITIES
C. MINIMISING BARRIERS TO LEARNING
III. EMERGENT LITERACY THEMES
IV. THE SCRAWL APPROACH
A. S – SHARED STORIES
B. C – COMPREHENSION
C. R – RAPID RECOGNITION
D. A – ANALYSIS AND ARTICULATION
E. W – WRITING
1. Spelling
a. What to teach.
b. How to teach it
2. Sentence construction activities
3. Creative Writing
F. L – LANGUAGE, LITERACY AND LITERATURE
V. SUPPORTING SELF TEACHING
VI. WORKING WITH ADULTS
VII. SUMMARY AND CONCLUSIONS
Chapter 9: The Role of Technology
I. INTRODUCTION
II. TOOLS TO SUPPORT EARLY LITERACY
A. HARDWARE
B. SOFTWARE
III. TOOLS TO SUPPORT SKILL DEVELOPMENT
A. YOUNG CHILDREN
B. OLDER CHILDREN
C. ADULTS
IV. TEXT PREPARATION AND PRODUCTION
A. RATE ENHANCEMENT
B. TEXT PREDICTION
V. THE ROLE OF VOICE OUTPUT
VI. THE WORLD WIDE WEB
VII. WHAT KIND OF LITERACY?
Chapter 10: Planning the Way Forward
I. INTRODUCTION
II. LOOKING BACK
III. LOOKING FORWARD
IV. SETTING AN AGENDA FOR RESEARCH
V. CONCLUSIONS
Appendix A: Dolch Word List
Appendix B: Useful Books
I. THE IMPORTANCE OF LITERACY
II. LITERACY AND SEVERE SPEECH IMPAIRMENT
Chapter 2: The Process of Reading and Writing
I. INTRODUCTION
II. MODELS OF READING AND WRITING
A. INGREDIENTS OF LITERACY
1. The Learning Context
2. The Language Context
3. The Print Context
B. PROCESSES OF FLUENT READING
1. The Orthographic Processor
2. The Phonological Processor
3. The Meaning Processor
4. The Context Processor
5. Complex Inter-relationships
II. WHAT DOES IT MEAN TO BE A COMPETENT READER-WRITER?
A. THE IMPACT OF PHONOLOGICAL AWARENESS ON LITERACY
B. THE IMPACT OF LITERACY ON PHONOLOGICAL PROCESSING
C. THE IMPACT OF ORTHOGRAPHY TYPE ON PHONOLOGICAL PROCESSING
III. SUMMARY
Chapter 3: Literacy Learning
I. INTRODUCTION
II. STAGE THEORIES OF LITERACY DEVELOPMENT
A. DEVELOPMENTAL STAGES IN READING
1. Pre-alphabetic stage
2. Decoding or alphabetic stage
3. Fluency stage
4. ‘Reading to learn’ stage
B. DEVELOPMENTAL STAGES IN SPELLING
1. Pre-alphabetic and semi-slphabetic spelling
2. Alphabetic spelling
3. Orthographic / conventional spelling
4. Derivational relations spelling
C. WRITING DEVELOPMENT
1. Preparation phase
2. Consolidation phase
3. Differentiation phase
4. Systematic integration phase
D. ARE STAGE THEORIES HELPFUL?
III. HOW DO CHILDREN LEARN TO READ AND WRITE?
A. PARTNERSHIP OF FACTORS
1. Exogenous Factors
a) Context
b) Instruction
c) Opportunities
d) Nature of orthography
2. Endogenous Factors
a) Sensory, Perceptual and Motor Skills
b) Cognitive skills
c) Linguistic skills
B. LANGUAGE SKILLS AND READING
1. Syntax and reading
2. Vocabulary and Reading
3. Phonological skills and reading
a) Segmentation
b) Phonological Awareness
IV. DEVELOPING THE INGREDIENTS
V. SUMMARY
Chapter 4: Literacy and AAC
I. INTRODUCTION
II. CASE EXAMPLES
III. INTRINSIC FACTORS
A. PHYSICAL IMPAIRMENT
B. SENSORY/PERCEPTUAL IMPAIRMENT
1. Visual Impairment
2. Hearing Impairment
C. LANGUAGE IMPAIRMENT
1. Language
2. Speech impairment
D. COGNITIVE IMPAIRMENT
IV. EXTRINSIC FACTORS
A. HOME ENVIRONMENT
B. SCHOOL ENVIRONMENT
V. INGREDIENTS OF LITERACY FOR AAC USERS
A. THE LEARNING CONTEXT
B. THE LANGUAGE CONTEXT
1. Communication / Interaction
2. Language purposes / Communicative Functions
3. Language Structures
C. THE PRINT CONTEXT
1. Words
VI. MYTHS REVISITED
A. MYTH 1
B. MYTH 2
Chapter 5: Assessment Principles
I. INTRODUCTION
II. GENERAL PRINCIPLES OF ASSESSMENT
A. LITERACY AS AN INTEGRATION OF SKILLS
1. Selecting the lens
a. The wide-angled lens
b. The regular lens
c. The close-up lens
2. Defining the context
a. The learning context
b. The language context
c. The print context
3. The Phonological Processor
4. Stored – un-stored distinctions
5. The Participation Model
B. THE TIME-FRAME OF ASSESSMENT
1. Static assessment approaches
2. Dynamic assessment approaches
3. Constraints of assessment
C. LITERACY AS A GOAL-DRIVEN ACTIVITY
D. LITERACY AS A DEVELOPMENTAL PROCESS
E. IMPLICATIONS OF ASSESSMENT ADAPTATIONS
III. SUMMARY
Chapter 6: Practicalities of Assessment
I. INTRODUCTION
II. A POSSIBLE MODEL
III. TOOLS AND APPROACHES
A. QUALITATIVE APPROACHES
1. Questionnaires
2. Observation
B. QUANTITATIVE APPROACHES
IV. ASSESSMENT OF LANGUAGE SKILLS
A. VOCABULARY KNOWLEDGE
B. COMPREHENSION OF SYNTAX
C. PRAGMATIC KNOWLEDGE
D. NAME ENCODING AND NAME RETRIEVAL
V. ASSESSMENT OF METALINGUISTIC SKILLS
A. PHONOLOGICAL AWARENESS
1. Input tasks at the syllable level
2. Output tasks at the syllable level
3. Input tasks at the intra-syllabic level
4. Output tasks as the intra-syllabic level
5. Input tasks at phonemic level
6. Output tasks at phonemic level
7. Phonological recoding: Input tasks
8. Phonological recoding: Output tasks
B. MORPHOLOGICAL AWARENESS
a. Facility with inflectional morphemes
b. Facility with derivational morphemes
VI. ASSESSMENT OF READING SKILLS
A. FORMAL MEASURES OF READING
B. ADDITIONAL MATERIALS
1. Decoding single words
2. Primary word reading task
3. Lexical decision
4. Proofreading
5. Comprehension of connected text
6. Reading cloze
VII. SPELLING AND WRITING ASSESSMENTS
A. TASKS
1. Dictation
a. Scoring
b. Modality issues
2. Connected writing
3. Recognition tasks
4. Print-related skills
VIII. SUMMARY
Chapter 7: Principles of Intervention
I. INTRODUCTION
II. CONTEXTS FOR CONSIDERATION
A. THE LEARNING CONTEXT
1. Socio-cultural considerations
2. Developmental considerations
3. Educational considerations
B. THE LANGUAGE CONTEXT
1. The Range and Purposes of Language
2. The Range and Purposes of Print
3. Competence and Skill in Language Structure
C. THE PRINT CONTEXT
III. GENERAL PRINCIPLES
A. DEFINING GOOD INTERVENTION.
B. THE ASSESSMENT BASIS
C. CONTRASTING DEVELOPMENTAL AND FUNCTIONAL FRAMEWORKS
D. CONSIDERING INTRINSIC AND EXTRINSIC FACTORS
IV. AAC LITERACY AND PRINT LITERACY
V. A FRAMEWORK FOR INTERVENTION: PARTICIPATION.
VI. APPROACHES TO INSTRUCTION
A. READING
1. Skill-Centred Approaches
2. Meaning-Centred Approaches
3. Balancing or Integrating?
B. WRITING
C. THE SPECIAL CASE OF SPELLING
D. LITERACY WORKING TOGETHER
VII. SPECIFIC APPLICATIONS
A. YOUNG CHILDREN
B. OLDER CHILDREN
C. ADULTS
VIII. SUMMARY AND CONCLUSIONS
Chapter 8: The Practicalities Intervention: Scrawling a Path to Literacy
I. INTRODUCTION
II. KEY GOALS
A. EXPANDING LITERACY NEEDS
B. MAXIMISING OPPORTUNITIES
C. MINIMISING BARRIERS TO LEARNING
III. EMERGENT LITERACY THEMES
IV. THE SCRAWL APPROACH
A. S – SHARED STORIES
B. C – COMPREHENSION
C. R – RAPID RECOGNITION
D. A – ANALYSIS AND ARTICULATION
E. W – WRITING
1. Spelling
a. What to teach.
b. How to teach it
2. Sentence construction activities
3. Creative Writing
F. L – LANGUAGE, LITERACY AND LITERATURE
V. SUPPORTING SELF TEACHING
VI. WORKING WITH ADULTS
VII. SUMMARY AND CONCLUSIONS
Chapter 9: The Role of Technology
I. INTRODUCTION
II. TOOLS TO SUPPORT EARLY LITERACY
A. HARDWARE
B. SOFTWARE
III. TOOLS TO SUPPORT SKILL DEVELOPMENT
A. YOUNG CHILDREN
B. OLDER CHILDREN
C. ADULTS
IV. TEXT PREPARATION AND PRODUCTION
A. RATE ENHANCEMENT
B. TEXT PREDICTION
V. THE ROLE OF VOICE OUTPUT
VI. THE WORLD WIDE WEB
VII. WHAT KIND OF LITERACY?
Chapter 10: Planning the Way Forward
I. INTRODUCTION
II. LOOKING BACK
III. LOOKING FORWARD
IV. SETTING AN AGENDA FOR RESEARCH
V. CONCLUSIONS
Appendix A: Dolch Word List
Appendix B: Useful Books
- Edition: 1
- Published: October 22, 2004
- Imprint: Academic Press
- No. of pages: 304
- Language: English
- eBook ISBN: 9780080478951
MS
Martine Smith
Affiliations and expertise
Clinical Speech and Language Studies Department, Trinity College, Dublin, Ireland