Developing Preliteracy Skills in Children with Severe Speech and Physical Impairments: Fostering Phonological Awareness Literacy is well-established as an important key to maximal communicative effectiveness for people using augmentative and alternative communication (AAC) (Blackstone & Cassatt-James, 1988; Koppen-haver, Coleman, Kaiman, & Yoder, 1991). A AC users who can spell out messages will be able to have their communications understood by a much wider ... Article
Article  |   November 01, 1997
Developing Preliteracy Skills in Children with Severe Speech and Physical Impairments: Fostering Phonological Awareness
Author Affiliations & Notes
  • Rhea Paul
    Southern Connecticut State University, New Haven, CT
Article Information
Augmentative & Alternative Communication / Articles
Article   |   November 01, 1997
Developing Preliteracy Skills in Children with Severe Speech and Physical Impairments: Fostering Phonological Awareness
SIG 12 Perspectives on Augmentative and Alternative Communication, November 1997, Vol. 6, 10-12. doi:10.1044/aac6.4.10
SIG 12 Perspectives on Augmentative and Alternative Communication, November 1997, Vol. 6, 10-12. doi:10.1044/aac6.4.10
Literacy is well-established as an important key to maximal communicative effectiveness for people using augmentative and alternative communication (AAC) (Blackstone & Cassatt-James, 1988; Koppen-haver, Coleman, Kaiman, & Yoder, 1991). A AC users who can spell out messages will be able to have their communications understood by a much wider audience than those who must use symbols or signs that are familiar only to those initiated in their AAC system. Similarly, being able to use spelled messages provides the greatest degree of flexibility in the language being expressed; users are not limited to whatever vocabulary was included in the device, but can encode any word they wish to express. The achievement of literacy is an extremely important goal for AAC users.
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