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Literacy and augmentative and alternative communication /
In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Boston :
Elsevier,
©2005.
|
| Colección: | Augmentative and alternative communication perspectives series.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover
- Acknowledgments
- Contents
- CHAPTER 1 Introduction
- I. Why Aim for Literacy?
- II. Literacy and Severe Speech Impairment
- III. Organization of this Book
- CHAPTER 2 The Process of Reading and Writing
- I. Introduction
- II. Models of Reading and Writing
- A. Ingredients of Literacy
- B. Processes of Fluent Reading
- III. What Does It Mean to Be a Competent Reader-Writer?
- A. The Impact of Phonological Awareness on Literacy
- B. The Impact of Literacy on Phonological Processing
- C. The Influence of Orthography Type on Phonological Processing
- IV. Summary
- CHAPTER 3 Literacy Learning
- I. Introduction
- II. Stage Theories of Literacy Development
- A. Developmental Stages in Reading
- B. Developmental Stages in Spelling
- C. Writing Development
- III. Are Stage Theories Helpful?
- IV. How Do Children Learn to Read and Write?
- A. Partnership of Factors
- B. Language Skills and Reading
- V. Developing the Ingredients
- VI. Summary
- CHAPTER 4 Literacy and Augmentative and Alternative Communication
- I. Introduction
- II. Case Examples
- III. Intrinsic Factors to Consider
- A. Physical Impairment
- B. Sensory/Perceptual Impairment
- C. Communication Difficulties
- D. Cognitive Impairment
- IV. Extrinsic Factors to Consider
- A. Home Environment
- B. School Environment
- V. Ingredients of Literacy for AAC Users
- A. The Learning Context
- B. The Language Context
- C. The Print Context
- VI. Myths Revisited
- A. Myth 1
- B. Myth 2
- VII. Summary
- CHAPTER 5 Assessment Principles
- I. Introduction
- II. General Principles of Assessment
- A. Literacy as an Integration of Skills
- B. The Focus of Assessment
- C. Literacy as a Goal-Driven Activity
- D. Literacy as a Developmental Process
- E. Implications of Assessment Activities
- III. Summary
- CHAPTER 6 The Practicalities of Assessment
- I. Introduction
- II. A Possible Model
- III. Tools and Approaches
- A. Qualitative Approaches
- B. Quantitative Approaches
- IV. Assessment of Language-Related Skills
- A. Vocabulary Knowledge
- B. Comprehension of Syntax
- C. Pragmatic Knowledge
- D. Name Encoding and Name Retrieval
- V. Assessment of Metalinguistic Awareness
- A. Phonological Awareness
- B. Morphological Awareness
- VI. Assessment of Reading Skills
- A. Formal Measures of Reading
- B. Additional Materials Reported
- VII. Spelling and Writing Assessments
- A. Spelling and Writing Tasks
- VIII. Summary and Conclusions
- CHAPTER 7 Principles of Intervention
- I. Introduction
- II. Contexts for Consideration
- A. The Learning Context
- B. The Language Context
- C. The Print Context
- III. General Principles
- A. Defining Good Intervention
- B. The Assessment Bias
- C. Contrasting Developmental and Functional Frameworks
- D. Considering Intrinsic and Extrinsic Factors
- IV. AAC Literacy and Print Literacy
- V.A Framework for Intervention: Participation
- VI. Approaches to Instruction
- VII. Specific Applications
- VIII. Summary and Conclusions
- Chapter 8 Some Practicalities: SCRAWLing a Path to Literacy
- Chapter 9 The Role of Technology
- Chapter 10. Planning the Way Forward.