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

Fallon, Karen A.; Light, Janice; McNaughton, David; Drager, Kathryn; Hammer, Carol
December 2004
Journal of Speech, Language & Hearing Research;Dec2004, Vol. 47 Issue 6, p1424
Academic Journal
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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