Introduction The focus of Special Interest Division’s 12’s Third Annual Leadership Conference was on issues surrounding language, literacy, and AAC. We attempted to bridge these major areas by examining current models and theory in both typical and atypical paths to reading acquisition. Robin Morris, a clinical neuropsychologist by training, offered us ... Viewpoint
Viewpoint  |   February 01, 2003
Introduction
Author Notes
  • Rose A. SevcikGuest Editor
Article Information
Development / Augmentative & Alternative Communication / Normal Language Processing / Viewpoint
Viewpoint   |   February 01, 2003
Introduction
SIG 12 Perspectives on Augmentative and Alternative Communication, February 2003, Vol. 12, 2. doi:10.1044/aac12.1.2
SIG 12 Perspectives on Augmentative and Alternative Communication, February 2003, Vol. 12, 2. doi:10.1044/aac12.1.2
The focus of Special Interest Division’s 12’s Third Annual Leadership Conference was on issues surrounding language, literacy, and AAC. We attempted to bridge these major areas by examining current models and theory in both typical and atypical paths to reading acquisition. Robin Morris, a clinical neuropsychologist by training, offered us an intensive overview of current conceptualizations of the process of development for skilled and for struggling readers. His presentation also emphasized the complex neural systems that subserve the many subskills that are coordinated effortlessly by the accomplished fluent reader. His presentation emphasized our understanding of the complex interaction of skills and abilities, strengths and weaknesses of children, youth, and adults with identified reading disabilities. Important as well, given our own collective focus, he offered a detailed analysis of an ongoing intervention project designed to consider the impact of reading programs with different foci (e.g., phonological analysis and blending or metacognitive strategies on reading outcome in early elementary school age children).
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