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Towards a Model of Literacy Learning for Young Augmented Speakers

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Title: Towards a Model of Literacy Learning for Young Augmented Speakers
Language: English
Authors: Myers, Chloë
Source: Forum on Public Policy Online. Win 2007 2007(1).
Availability: Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://www.forumonpublicpolicy.com
Peer Reviewed: Y
Page Count: 28
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Literacy Education, Elementary School Students, Speech Impairments, Language Impairments, Augmentative and Alternative Communication, Assistive Technology, Teaching Methods, Intervention, Interpersonal Communication, Skill Development, Self Expression, Help Seeking, Expressive Language, Program Effectiveness, Maintenance, Observation, Student Evaluation, Verbal Ability, Intelligence Tests, Vocabulary, Listening Comprehension Tests, Receptive Language, Reading Skills, Writing Skills, Listening Skills, Phonological Awareness, Reading Comprehension, Questionnaires
Geographic Terms: Oregon
Assessment and Survey Identifiers: Peabody Picture Vocabulary Test, Preschool Language Scale, Test for Auditory Comprehension of Language
ISSN: 1938-9809
Abstract: The study investigates strategies and contexts for supporting the literacy development of young, augmented speakers, whose difficulties in literacy learning are not explained by their levels of cognition alone. Indeed, quantitative and qualitative differences exist in their literacy experiences at home and school. In this study, four primary school students with severe speech and physical impairments (SSPI) who used augmentative and alternative communication (AAC) aids were selected to take part in a four-week program, followed by four visits to the students' schools where effective instructional strategies and contexts for learning were shared with staff. A thematic approach was employed during intervention to cover known areas of communication difficulty among AAC users and to foster skills in conversational control, self-expression and giving and requesting information. Using these themes, opportunities in literacy were designed with the intention of eliciting active involvement in meaningful, productive and expressive tasks. While the students made significant progress when participating in the program, on return to school success was maintained in only two of the students. Characteristics and contexts of the children whose success was maintained are analyzed to help identify components for a model of language and literacy learning and instruction for young, augmented speakers.
Abstractor: As Provided
Number of References: 71
Entry Date: 2016
Accession Number: EJ1098555
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Towards a Model of Literacy Learning for Young Augmented Speakers
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  Data: <searchLink fieldCode="SO" term="%22Forum+on+Public+Policy+Online%22"><i>Forum on Public Policy Online</i></searchLink>. Win 2007 2007(1).
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  Data: Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://www.forumonpublicpolicy.com
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  Data: Y
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  Data: 28
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Impairments%22">Speech Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Augmentative+and+Alternative+Communication%22">Augmentative and Alternative Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Assistive+Technology%22">Assistive Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Expression%22">Self Expression</searchLink><br /><searchLink fieldCode="DE" term="%22Help+Seeking%22">Help Seeking</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Maintenance%22">Maintenance</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Ability%22">Verbal Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension+Tests%22">Listening Comprehension Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Skills%22">Listening Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Peabody+Picture+Vocabulary+Test%22">Peabody Picture Vocabulary Test</searchLink><br /><searchLink fieldCode="SU" term="%22Preschool+Language+Scale%22">Preschool Language Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Test+for+Auditory+Comprehension+of+Language%22">Test for Auditory Comprehension of Language</searchLink>
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– Name: Abstract
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  Data: The study investigates strategies and contexts for supporting the literacy development of young, augmented speakers, whose difficulties in literacy learning are not explained by their levels of cognition alone. Indeed, quantitative and qualitative differences exist in their literacy experiences at home and school. In this study, four primary school students with severe speech and physical impairments (SSPI) who used augmentative and alternative communication (AAC) aids were selected to take part in a four-week program, followed by four visits to the students' schools where effective instructional strategies and contexts for learning were shared with staff. A thematic approach was employed during intervention to cover known areas of communication difficulty among AAC users and to foster skills in conversational control, self-expression and giving and requesting information. Using these themes, opportunities in literacy were designed with the intention of eliciting active involvement in meaningful, productive and expressive tasks. While the students made significant progress when participating in the program, on return to school success was maintained in only two of the students. Characteristics and contexts of the children whose success was maintained are analyzed to help identify components for a model of language and literacy learning and instruction for young, augmented speakers.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Data: 71
– Name: DateEntry
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  Data: 2016
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1098555
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1098555
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
    Subjects:
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Speech Impairments
        Type: general
      – SubjectFull: Language Impairments
        Type: general
      – SubjectFull: Augmentative and Alternative Communication
        Type: general
      – SubjectFull: Assistive Technology
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Self Expression
        Type: general
      – SubjectFull: Help Seeking
        Type: general
      – SubjectFull: Expressive Language
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Maintenance
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Verbal Ability
        Type: general
      – SubjectFull: Intelligence Tests
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Listening Comprehension Tests
        Type: general
      – SubjectFull: Receptive Language
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Listening Skills
        Type: general
      – SubjectFull: Phonological Awareness
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Oregon
        Type: general
      – SubjectFull: Peabody Picture Vocabulary Test
        Type: general
      – SubjectFull: Preschool Language Scale
        Type: general
      – SubjectFull: Test for Auditory Comprehension of Language
        Type: general
    Titles:
      – TitleFull: Towards a Model of Literacy Learning for Young Augmented Speakers
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