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Teaching Sound Letter Correspondence and Consonant-Vowel-Consonant Combinations to Young Children who Use Augmentative and Alternative Communication (short summary)

helping
young children
match
sounds
to
letters

The authors wanted to examine the effectiveness of an intervention strategy to teach sound-letter correspondence and the spelling of consonant-vowel-consonant (CVC) combinations to young children who use AAC in a mainstream classroom by arranging the environment to create learning opportunities, providing adaptations to support the participation of AAC users and using specific instructional strategies.

Both children who took part in the study showed, and maintained, a significantly increased ability to match sounds to letters and to spell CVC words they had been taught and some to novel words too.

Preschool staff were found to have positive responses to the intervention and felt that the strategies could be used within the classroom for non-AAC users too. Most staff said they would be likely to continue using the strategies after the end of the study.


Things you may want to look into:

Simply a Speech Impairment? Literacy Challenges for Individuals with Severe Congenital Speech Impairments

A Developmental Continuum of Phonological Sensitivity Skills

Barriers to Participation in Kindergarten Literacy Instruction for a Student with Augmentative and Alternative Communication Needs

Initial insights into phoneme awareness intervention for children with complex communication needs

Reading and spelling in children with severe speech and physical impairments: a comparative study

The Effects of Phonological Awareness Instruction on Beginning Word Recognition and Spelling

Added to site July 2014


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