Phonologic awareness and literacy abilities in nonspeaking preschool children with cerebral palsy

AAC: Augmentative and Alternative Communication

Volumn 12, Issue 3, 1996, Pages 138-154

  Sandberg, Annika Dahlgren ^a   Hjelmquist, Erland ^a  

^a UNIVERSITY OF GOTHENBURG   (Sweden)

Author keywords

Augmentative and alternative communication (AAC); Cerebral palsy; Literacy; Non speaking; Phonologic awareness; Preschool

Indexed keywords

BEHAVIORAL RESEARCH; COGNITIVE SYSTEMS; HANDICAPPED PERSONS; HUMAN REHABILITATION ENGINEERING; SENSORY PERCEPTION;

AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC); CEREBRAL PALSY; PHONOLOGIC AWARENESS;

LEARNING AIDS FOR HANDICAPPED PERSONS;

EID: 0030230517     PISSN: 07434618     EISSN: None     Source Type: Journal    
DOI: 10.1080/07434619612331277598     Document Type: Article

References (68)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
2. Baddeley, A., & Wilson, B. (1985). Phonological coding and short-term memory in patients without speech. Journal of Memory and Language, 24, 490-502.
3. Berninger, V., & Gans, B. M. (1986a). Language profiles in non-speaking individuals of normal intelligence with severe cerebral palsy. Augmentative and Alternative Communication, 2, 45-50.
4. Berninger, V., & Gans, B. M. (1986b). Assessing word processing capability of the nonvocal, nonwriting. Augmentative and Alternative Communication, 2, 56-63.
5. Bishop, D. V. M. (1985). Spelling ability in congenital dysarthria: Evidence against articulatory coding in translating between graphemes and phonemes. Cognitive Neuropsychology, 2, 229-251.
6. Bishop, D. V. M., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonologic disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027-1050.
7. Bishop, D. V. M., Byers Brown, B., & Robson, J. (1990). The relationship between phoneme discrimination, speech production and language comprehension in cerebral-palsied individuals. Journal of Speech and Hearing Research, 33, 210-219.
8. Bishop, D. V. M., & Robson, J. (1989a). Accurate non-word spelling despite congenital inability to speak: Phonemegrapheme conversion does not require subvocal articulation. British Journal of Psychology, 80, 1-13.
9. Bishop, D. V. M., & Robson, J. (1989b). Unimpaired short-term memory and rhyme judgement in congenitally speechless individuals: Implications for the notion of "articulatory coding." Quarterly Journal of Experimental Psychology, 41A, 124-140.
10. Bishop, K., Rankin, J., & Mirenda, P. (1994). Impact of graphic symbol use on reading acquisition. Augmentative and Alternative Communication, 10, 113-125.
11. Blischak, D. M. (1994). Phonologic awareness: Implications for individuals with little or no functional speech. Augmentative and Alternative Communication, 10, 245-254.
12. Bradley, L. (1988). Making connections in learning to read and spell. Applied Cognitive Psychology, 2, 3-18.
13. Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read - a causal connection. Nature, 301, 419-421.
14. Bradley, L., & Bryant, P. E. (1985). Rhyme and reason in reading and spelling, I.A.R.L.D. Monographs No. 1. Ann Arbor, Ml: University of Michigan Press.
15. Bruce, D. J. (1964). The analysis of word sounds. British Journal of Educational Psychology, 34, 158-170.
16. Byrne, B. (1992). Studies in the acquisition procedure for reading: Rationale, hypothesis and data. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading Acquisition. Hillsdale, NJ: Erlbaum.
17. Calfee, R. (1977). Assessment of individual reading skills: Basic research and practical applications. In A. S. Reber & D. L. Scarborough (Eds.), Towards a psychology of reading (pp. 289-323). New York: Lawrence Erlbaum.
18. Dahlgren Sandberg, A., & Hjelmquist, E. (1992). Blissanvändare i förskola, skola och efter avslutad skolgång. Inventering av antal och skattning av grad av blissanvändning [Bliss users in preschool, school and after completed formal education. Assessment of number and estimates of degree of use of Bliss]. Göteborg Psychological Reports, 22, No. 6. Göteborg, Sweden: University of Göteborg, Department of Psychology.
19. Dahlgren Sandberg, A., & Hjelmquist, E. (in press). A comparative, descriptive study of reading and writing skills among non-speaking children. A preliminary study. European Journal of Disorders of Communication, 31.
20. Ehri, L. C. (1991). Development of the ability to read words. In R. Barr, M. K. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of Reading Research, Volume 11 (pp. 383-417). New York: Longman.
21. Ellis, N., & Large, B. (1987). The development of reading: As you seek so shall you find. British Journal of Psychology, 78, 1-28.
22. Ellis, N., & Large, B. (1988). The early stages of reading: A longitudinal study. Applied Cognitive Psychology, 2, 47-76.
23. Erickson, K. A., & Koppenhaver, D. A. (1994). A literacy program for children with severe disabilities. In Conference book and proceedings of the Sixth Biennial Conference of ISAAC, the International Society of Augmentative and Alternative Communication (pp. 260-261). Hoensbroek, The Netherlands: Institute for Research, Development and Knowledge Transfer in the Field of Rehabilitation and Handicap.
24. Foley, B. E. (1993). The development of literacy in individuals with severe congenital speech and motor impairments. Topics in Language Disorders, 13, 16-32.
25. Foley, B. E,. & Smith, M. M. (1994). Phonologic awareness in children with SSPI: Assessment and intervention issues. In Conference book and proceedings of the Sixth Biennial Conference of ISAAC, the International Society of Augmentative and Alternative Communication (pp. 244-245). Hoensbroek, The Netherlands: Institute for Research, Development and Knowledge Transfer in the Field of Rehabilitation and Handicap.
26. Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia (pp. 301-330). London: Routledge & Kegan-Paul.
27. Fuller, D. R., Lloyd, L. L., & Schlosser, R. W. (1992). Further development of an augmentative and alternative communication symbol taxonomy. Augmentative and Alternative Communication, 8, 67-74.
28. Goswami, U. (1990). A special link between rhyming skill and the use of orthographic analogies by beginning readers. Journal of Child Psychology and Psychiatry, 31, 301-311.
29. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. London: Erlbaum.
30. Hehner, B. (1982). Blissymbols for use. Toronto: Blissymbolics Communication Institute.
31. Hjelmquist, E. K. E. (1989). Concept formation in non-verbal categorization tasks in brain-damaged patients with and without aphasia. Scandinavian Journal of Psychology, 30, 243-254.
32. Hjelmquist, E., Dahlgren Sandberg, A., & Hedelin, L. (1994). Linguistics, AAC, and metalinguistics in communicatively handicapped children. Augmentative and Alternative Communication, 10, 169-183.
33. Høien, T., & Lundberg, I. (1992). Dyslexi [Dyslexia]. Stockholm: Natur och Kultur.
34. Høien, T., Lundberg, I., Larsen, J. P., & Tonnessen, F. E. (1989). Profiles of reading related skills in dyslexic families. Reading and Writing: An Interdisciplinary Journal, 1, 381-392.
35. Kelford Smith, A., Thurston, S., Light, J., Parnes, P., & O'Keefe, B. (1989). The form and use of written communication produced by nonspeaking physically disabled individuals using microcomputers. Augmentative and Alternative Communication, 5, 115-124.
36. Koke, S., & Neilson, J. (1987). The effect of auditory feedback on the spelling of nonspeaking physically disabled individuals. Unpublished master's thesis, University of Toronto, Toronto, Canada.
37. Koppenhaver, D. A., Evans, D. A., & Yoder, D. E. (1991). Childhood reading and writing experiences of literate adults with severe speech and motor impairments. Augmentative and Alternative Communication, 7, 20-33.
38. Koppenhaver, D. A., Pierce, P. L., Steelman, J. D., Staples, A. H., Erickson, K.A., & Yoder, D. E. (1994). The literacy literature revisited: What have we learned since 1990. In Conference book and proceedings of the Sixth Biennial Conference of ISAAC, the International Society of Augmentative and Alternative Communication (pp. 255-257). Hoensbroek, The Netherlands: Institute for Research, Development and Knowledge Transfer in the Field of Rehabilitation and Handicap.
39. Koppenhaver, D. A., Staples, A. H., Pierce, P. L., Erickson, K. A., & Steelman, J. D. (1994). Uses of technology in promoting literacy in children with disabilities. In Conference book and proceedings of the Sixth Biennial Conference of ISAAC, the International Society of Augmentative and Alternative Communication (pp. 252-254). Hoensbroek, The Netherlands: Institute for Research, Development and Knowledge Transfer in the Field of Rehabilitation and Handicap.
40. Libermann, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
41. Light, J., & Kelford Smith, A. (1993). Home literacy experiences of preschoolers who use augmentative communication systems and their nondisabled peers. Augmentative and Alternative Communication, 9, 10-25.
42. Lundberg, I. (1989). Lack of phonologic awareness - a critical factor in dyslexia. In C. von Euler, I. Lundberg, & G. Lennerstrand (Eds.), Brain and reading (pp. 221-231). London: MacMillan.
43. Lundberg, I. (1991). Reading as an individual and social skill. In I. Lundberg & T. Høien (Eds.), Literacy in a world of change - perspective on reading and reading disability (pp. 14-22). Stavanger, Norway: Center for Reading Research.
44. Lundberg, I., Frost, J., & Petersen, O.-P. (1988). Effects of an extensive program for stimulating phonologic awareness in preschool children. Reading Research Quarterly, 23, 263-284.
45. Lundberg, I., & Høien, T. (1989). Phonemic deficits - a core symptom of developmental dyslexia? The Irish Journal of Psychology, 10, 579-592.
46. Lundberg, I., & Høien, T. (1990). Patterns of information processing skills and word recognition strategies in developmental dyslexia. Scandinavian Journal of Educational Research, 34, 231-240.
47. Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness in kindergarten. Scandinavian Journal of Psychology, 21, 159-173.
48. Magnusson, E., & Nauclér, K. (1985). Testningar inom projektet KOLOSS [Testing reading and writing abilities]. Praktisk Lingvistik nr 10, Department of Linguistics, Lund University, Lund.
49. McGinnis, J. S., & Beukelman, D. R. (1989). Vocabulary requirements for writing activities for the academically mainstreamed student with disabilities. Augmentative and Alternative Communication, 5, 183-191.
50. McNaughton, S. (1993). Graphic representational systems and literacy learning. Topics in Language Disorders, 13, 58-75.
51. McNaughton, S. (1994). The relationship between graphic representational processing and word representation acquisition. In Conference book and proceedings of the Sixth Biennial Conference of ISAAC, the International Society of Augmentative and Alternative Communication (pp. 252-254). Hoensbroek, The Netherlands: Institute for Research, Development and Knowledge Transfer in the Field of Rehabilitation and Handicap.
52. McNaughton, D., & Tawney, J. (1993). Comparison of two spelling instruction techniques for adults who use augmentative and alternative communication. Augmentative and Alternative Communication, 9, 72-82.
53. Nelson, N. W. (1992). Performance is the prize: Language competence and performance among AAC users. Augmentative and Alternative Communication, 8, 3-18.
54. Olofsson, A. (1992). Synthetic speech and computer aided reading for reading disabled children. Reading and Writing: An Interdisciplinary Journal, 4, 165-178,
55. Olofsson, Å., & Lundberg, I. (1985). Evaluation of long term effects of phonemic awareness training in kindergarten: Illustrations of some methodological problems in evaluation research. Scandinavian Journal of Psychology, 26, 21-34.
56. Olson, R., Wise, B., Conners, F., Rack, J., & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences. Journal of Learning Disabilities, 22, 339-348.
57. Raven, J. C. (1965). Guide to using the coloured progressive matrices. London: H. K. Lewis.
58. Rankin, J. L., Harwood, K., & Mirenda, P. (1994). Influence of graphic symbol use on reading comprehension. Augmentative and Alternative Communication, 10, 269-281.
59. Rohl, M., & Tunmer, W. E. (1988). Phonemic segmentation skill and spelling acquisition. Applied Psycholinguistics, 9, 335-350.
60. Silva, P. A., Williams, S. M., & McGee, R. (1987). A longitudinal study of children with developmental language delay at age three: Later intelligence, reading and behaviour problems. Developmental Medicine and Child Neurology, 29, 630-640.
61. Smith, M. M. (1989). Reading without speech: A study of children with cerebral palsy. The Irish Journal of Psychology, 10, 601-614.
62. Smith, M. M. (1992). Reading abilities of nonspeaking students: Two case studies. Augmentative and Alternative Communication, 8, 57-66.
63. Søegård, A., & Bording Petersen, S. P. (1974). OS 400. Ordstillelaesningsprove [OS 400. Test of silent reading of words]. Köpenhamn, Denmark: Dansk Psykologisk Forlag.
64. Stahl, S. (1983). Differential word knowledge and reading comprehension. Journal of Reading Behaviour, 15, 33-50.
65. Stahl, S., & Jacobson, M. G. (1986). Vocabulary difficulty, prior knowledge, and text comprehension. Journal of Reading Behaviour, 18, 309-323.
66. Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
67. Taube, K., Tornéus, M., & Lundberg, I. (1985). Umesol. Eskilstuna, Sweden: Psykologiförlaget.
68. Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.