Emergent and early literacy interventions for students with severe communication impairments

Seminars in Speech and Language

Volumn 22, Issue 3, 2001, Pages 221-230

  Pebly, Melissa ^a   Koppenhaver, David A ^b  

^a Gustavus Adolphus College ^*  (United States)

^b GUSTAVUS ADOLPHUS COLLEGE   (United States)

Author keywords

Emergent literacy and SCI; SLPs' roles in emergent literacy for SCI and AAC

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; COMMUNICATION DISORDER; EDUCATIONAL STATUS; HUMAN; MANPOWER; ROLE PLAYING; SPEECH DISORDER; STUDENT;

ADOLESCENT; CHILD; COMMUNICATION DISORDERS; EDUCATIONAL STATUS; HUMANS; ROLE; SPEECH-LANGUAGE PATHOLOGY; STUDENTS;

EID: 0041075280     PISSN: 07340478     EISSN: None     Source Type: Journal    
DOI: 10.1055/s-2001-16147     Document Type: Article

References (29)

1. Mirenda P, Mathy-laikko P. Augmentative and alternative communication applications for persons with severe congenital communication disorders: an introduction. Augment Altern Comm 1989;5:3-13
2. Koppenhaver D, Yoder D. Literacy issues in persons with severe physical and speech impairments. In: Gaylord-Ross R, ed. Issues and Research in Special Education. New York: Teachers College Press; 1992:156-201
3. Light J, McNaughton D. Literacy and augmentative and alternative communication (AAC): The expectations and priorities of parents and teachers. Top Lang Dis 1993;13:33-46
4. Koppenhaver D, Yoder D. Literacy learning of children with severe speech and physical impairments in school settings. Semin Speech Lang 1992;12:143-153
5. Koppenhaver D, Evans D, Yoder D. Childhood reading and writing experiences of literate adults with severe speech and motor impairments. Augmen Altern Comm 1991;7:20-33
6. Nolan C. Under the Eye of the Clock: The Life Story of Christopher Nolan. New York: Dell; 1987
7. Willims M, Krezman C. Beneath the Surface: Creative Expressions of Augmented Communications. Toronto: ISAAC Press; 2000
8. Erickson K, Koppenhaver D, Yoder D, Nance J. Integrated communication and literacy instruction for a child with multiple disabilities. Focus Aut Other Dev Disabilities 1997;12:142-150
9. Musselwhite C, King-DeBaum P. Emerging Literacy Success: Merging Whole Language and Technology for Students with Disabilities. Park City, UT: Creative Communicating; 1997
10. Maro J. Nursery Rhyme Time: Eloquence (Emergent Literacy Overlays for Quick Easy Natural Communicative Expression), Vol. 2. Mondovi, WI: AAC Intervention; 1999
11. Maro J. Eloquence (Emergent Literacy Overlays for Quick Easy Natural Communicative Expression), Vol. 1. Eau Claire, WI: AAC Intervention; 1998
12. McNairn P, Shioleno C. Quick Tech Readable, Repeatable Stories and Activities. Solana Beach, CA: Mayer-Johnson; 1994
13. Musselwhite C. RAPS (Reading Activities Project for Older Students). Solana Beach, CA: Mayer-Johnson; 1993
14. DeTommaso D. Units. Solana Beach, CA: Mayer-Johnson; 1994
15. King-DeBaum P. Storytime Series. Park City, UT: Creative Communicating; 1990
16. Coleman K, McNairn P, Shioleno C. Quick Tech Magic: Music-Based Literacy Activities. Solana Beach, CA: Mayer-Johnson; 1995
17. Kopenhaver D. Literacy in AAC: What should be written on the envelope we push? Augmen Altern Comm 2000;16:270-279
18. Rosen M. We're Going on a Bear Hunt. New York: Margaret K. McElderry Books; 1999
19. Kopenhaver D, Yoder D. Classroom literacy for children with severe speech and physical impairments (SSPI): what it is and what might be. Top Lang Dis 1993;13:1-15
20. Cunningham P, Allington R. Classrooms That Work: They Can All Read and Write. New York: Longman; 1999
21. Cunningham P, Cunningham J. Making words: enhancing the invented spelling-decoding connection. Reading Teacher 1992;46:106-107
22. Sienkiewicz-Mercer R, Kaplan S. I Raise My Eyes to Say Yes: A Memoir. Boston: Houghton Mifflin; 1999
23. AAC Intervention.com develops materials for supporting emergent and early literacy, develops materials to support literacy in AAC interventions, and conducts workshops. Available: http://www.aacintervention.com
24. Creative Communicating develops materials for supporting emergent literacy in AAC; conducts workshops, consultations, online courses; and hosts the literacy-focused AAC in the Mountains Conference each July. Available: http://www.creative-comm.com
25. Intellitools Company hosts a summer conference each July in California that focuses specifically on uses of Intellitools products for supporting literacy and learning of children with disabilities. Available: http://www.intellitools.com
26. Ablenet Inc. publishes a newsletter, The Literacy Experience, which uses the Four Block Model as a framework for sharing ideas on literacy for students with severe disabilities. The Four Block Model organizes primary-grade activities to support reading and writing. Available: http://www.ablenetinc.com
27. The Seminar on Literacy in AAC is offered each July in Minnesota. This seminar offers an intensive exploration of strategies, technologies, materials, and resources for providing balanced literacy intervention and instruction. Available: http://www. gustavus.edu/~dkoppenh/summerseminar/info.html
28. The Symposium on Literacy and Disabilities is hosted by the University of North Carolina at Chapel Hill and focuses on literacy intervention and technology support for children and adults with a wide variety of disabilities. Available: http://www.gac.edu/~ dkoppenh/symposium/info.html
29. The Synections Conference: Technology and Literacy - Solutions for Struggling Students is maintained by the professional development division of Don Johnston, Inc. Synections conducts workshops, consults, and hosts a conference on technology-supported literacy each August. Available: http://www.synections.com/programs.html