The effects of direct instruction on the single-word reading skills of children who require augmentative and alternative communication

Karen A. Fallon, Janice Light, David McNaughton, Kathryn Drager, Carol Hammer

Research output: Contribution to journalArticlepeer-review

31 Scopus citations

Abstract

Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corresponding pictures. Three of the 5 participants demonstrated generalization of reading skills to novel-word reading, and 4 of the 5 generalized reading skills to book contexts. Implications and directions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)1424-1439
Number of pages16
JournalJournal of Speech, Language, and Hearing Research
Volume47
Issue number6
DOIs
StatePublished - Dec 1 2004

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

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