An exploratory study of phonological awareness and working memory differences and literacy performance of people that use AAC

Spanish Journal of Psychology

Volumn 13, Issue 2, 2010, Pages 538-556

  Taibo, María Luisa Gómez ^a   Iglesias, Pilar Vieiro ^a   Raposo, María Del Salvador González ^b   Méndez, María Sotillo ^c  

^a UNIVERSITY OF A CORUÑA   (Spain)

^b UNIVERSIDAD DE LOS ANDES   (Venezuela)

^c UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

Author keywords

Cerebral palsy; Complex communicative needs; Performance; Phonological skills; Reading; Spelling; Working memory

Indexed keywords

EID: 78149453616     PISSN: 11387416     EISSN: 19882904     Source Type: Journal    
DOI: 10.1017/S1138741600002237     Document Type: Article

References (124)

1. Baddeley, A. D. (1982). Reading and working memory. Bulletin of The Bristish Psychological Society, 35, 414-417.
2. Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. Bower (Ed.), Recent Advances in Learning and Motivation (pp. 47-89). London: Academic Press.
3. Baddeley, A. D., & Wilson, B. (1985). Phonological coding and short-term memory in patients without speech. Journal of Memory and Language, 24(4), 490-502.
4. Baron, J. (1979). Ortographic and word specific mechanisms in children's reading of words. Child Development, 50, 587-594.
5. Basil, C. (1998). Técnicas de enseñanza de lectura y escritura en alumnos con problemas graves de motricidad y habla. In C. Basil, E. Soro-Camats, & C. Roseli (Eds.), Sistemas de signos y ayudas técnicas para la comunicación aumentativa y la escritura (pp. 135-148). Barcelona: Masson.
6. Bedrosian, J. (1999). Efficacy Research Issues in AAC. Augmentative and Alternative Communication 15, 45-55.
7. Berninger, V. W., & Gans, B. M. (1986). Language profiles in nonspeaking individuals of normal intelligence with severe cerebral palsy. Augmentative and Alternative Communication 2, 45-50.
8. Bishop, D. (1989). Test for reception of grammar (TROG). Manchester, UK: Department of Psychology, University of Manchester
9. Bishop, D. (1985). Spelling ability in congenital dysarthria: Evidence against articulatory coding in translating between graphemes and phonemes. Cognitive Neuropsychology, 2(3), 229-251.
10. Bishop, D., & Robson, J. (1989a). Accurate non-word spelling despite congenital inability to speak: Phoneme-grapheme conversion does not require subvocal articulation. British Journal of Psychology, 80, 1-13.
11. Bishop, D., & Robson, J. (1989b). Unimpaired short-term memory and rhyme judgement in congenitally speechless individuals: implications for the notion of "Articulatory Coding". The Quarterly Journal of Experimental Psychology A, 41(1), 123140.
12. Bishop, D., 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.
13. Blachman, B. A. (1991). Early intervention for children's reading problems: Clinical applications of the research in phonological awareness. Topics in Language Disorders, 12, 51-65.
14. Blachman, B. A., Ball, E. W., Black, R. S., & Tangel, D. M. (1994). Kindergarten teachers develop phonemic awareness in lowincome, inner-city classrooms: Does it make a difference?. Reading and Writing: An Interdisciplinary Journal, 6, 1-18.
15. Blischak, D. M. (1994). Phonologic Awareness: Implications for individuals with little or no functional speech. Augmentative and Alternative Communication, 10, 245-254.
16. Bowey, J., Cain, M., & Ryan, S. (1992). A reading-level design study of phonological skills underlying fourth-grade children's word reading difficulties. Child Development, 63, 999-1011.
17. Bradley, L. (1988). Making connections in learning to read and spell. Applied Cognitive Psychology, 1, 3-18.
18. Brady, S., & Shankweiler, D. (1991). Phonological processes in literacy. Hillsdale, NJ: Erlbaum.
19. Bruck, M. (1990). Word-recognition skills of adults with childhood diagnoses of dyslexia. Developmental Psychology, 26, 439-454.
20. Bruck, M. (1992). Persistence of dyslexies' phonological awareness deficits. Developmental Psychology, 28, 874-886.
21. Bryant, P., & Bradley, L. (1998). Los problemas Infantiles de lectura. Madrid: Alianza Minor.
22. Bryant, P., Nunes, T., & Bindman, M. (2000). The relations between children's linguistic awareness and spelling, the case of the apostrophe. Reading and Writing, 12, 253-276.
23. Byrne, B., & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.
24. Cain, K., Oakhill, J., & Bryant, P. (2000). Phonological skills and comprehension failure: a test of phonological processing deficit hypothesis. Reading and Writing, 13(1-2), 31-56.
25. Calero, A., Pérez, R., Maldonado, A., & Sebastián, M. E. (1999). Materiales curriculares para favorecer el acceso a la lectura en educación infanti [Curricular materials to favour the access to the reading in childhood education]. Madrid: Escuela Española.
26. Case, R. (1985). Intelectual development: Birth to adulthood. San Diego, CA: Academic Press.
27. Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing. New York: Academic Press.
28. Coltheart, M. (1980). Deep dyslexia: a right hemisphere hypothesis. In M. Coltheart, K. E. Patterson, & J. C. Marshall (Eds.), Deep Dyslexia. London: Routledge and Kegan Paul.
29. Coltheart, M. (1985). In defence of dual-route models of reading. The Behavioral and Brain Sciences, 8, 709-710.
30. Coltheart, M., Davelaar, E., Jonassen, J., & Besner, D. (1977). Access to the internal lexicon. In S. Dornic (Ed.) Attention and Performance (Vol.6). Hillsdale, NJ: Erlbaum.
31. Cuetos, F., Rodríguez, B., & Ruano, E. (2000). PROLEC. Batería de Evaluación de los procesos lectores de los niños de Educación Primaria. Madrid: TEA.
32. Dahlgren Sandberg, A. (1998). Reading and spelling among nonvocal children with cerebral palsy: Influence of home and school literacy development. Reading and Writing: An Interdisciplinary Journal, 10, 23-50.
33. Dahlgren Sandberg, A. (2001). Reading and spelling, phonological awareness, and working memory in children with severe speech impairments: a longitudinal study. Augmentative and Alternative Communication, 17 (1), 11-6.
34. Dahlgren Sandberg, A., & Hjelmquist, E. (1992). 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(6).
35. Dahlgren Sandberg, A., & Hjelmquist, E. (1996a). A comparative, descriptive study of reading and writing skills among nonspeaking children: a preliminary study. European Journal of Disorders of Communication, 31, 289-308.
36. Dahlgren Sandberg, A., & Hjelmquist, E. (1996b). Phonological awareness and literacy abilities in nonspeaking preschool children with cerebral palsy. Augmentative and Alternative Communication, 12, 138-153.
37. Dahlgren Sandberg, A., & Hjelmquist, E. (1997). Language and literacy in nonvocal children with cerebral palsy. Reading and Writing: An Interdisciplinary Journal, 9, 107-133.
38. Daneman, M., & Carpenter, P.A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466.
39. Defior, S., Justicia, F., & Marios, F. (1998). Desarrollo del reconocimiento de palabras en lectores normales y retrasados en función de diferentes variables lingüísticas. Infancia y Aprendizaje, 83, 59-74.
40. Denton, C., Hanbrouck, J., Weaver, L., & Riccio, C. (2000). What do we know about phonological awareness in Spanish?. Reading Psychology, 21, 335-352.
41. Desmette, D., Hupet, M., van der Linden, M., & Schelstraete, M. A. (1995). Adaptation et validation en langue française du reading Span Test de Daneman et Carpenter. L'Année Psychologique, 95, 459-482.
42. Domínguez, A., & Cuetos, F. (1992). Desarrollo de las habilidades de reconocimiento de palabras en niños con distintas competencias lectoras. Cognitiva, 4(2), 193-208.
43. Dunn, L., Padilla, E., Lugo, D., & Dunn, L. (1986). Test de Vocabulario en Imágenes Peabody. Adaptación Hispanoamericana (TVIP). Madrid: Psymtec.
44. Ehri, L. C. (1991). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of Reading Research. (Vol. 2, pp. 383-417). New York: Longman.
45. Ehri, L. C., Nunes, S, R., Willows, D. M., Schuster, B. V., YaghoubZadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel's meta-analysis. Reading Research Quarterly, 36, 250-317.
46. Ellis, N., & Large, B. (1988). The early stages of reading: a longitudinal study. Applied Cognitive Psychology, 2, 47-76.
47. Ellis, N. C., & Miles, T. R. (1981). A lexical encoding deficiency I: Experimental evidence. In G. Th. Pavlidis, & T. R. Miles (Eds.) Dyslexia Research and its Applications to Education. Chichester: Wiley.
48. Elosúa, M. R., Gutiérrez, F., García, J. A., Luque, S. L., & Gárate, M. (1996). Adaptación española del Reading Span Test de Daneman y Carpenter. Psicothema, 2, 383-395.
49. Foley, B. E. (1993). The development of literacy in individuals with severe congenital speech and motor impairments. Topics in language disorders, 13(2), 16-32.
50. Foley, B. E., & Pollatsek, A. (1999). Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augmentative and Alternative Communication, 15, 156-173.
51. Foy, J., & Mann, V. (2009). Effects of onset density in preschool children: Implications for development of phonological awareness and phonological representation. Applied Psycholingustic, 30 (2), 339-361.
52. Frith, U. (1980). Unexpected spelling problems. In U. Frith (Ed.), Cognitive processes In spelling. London: Academic Press.
53. Galaburda, A. M. (1988). The pathogenesis of childhood dyslexia. In F. Plum (Ed.), Language, Communication and the Brain. New York: Raven Press.
54. Gathercole, S., & Baddeley, A. (1990). Phonological memory deficits in language disordered children: Is there causal connection? Journal of Memory and Language, 29, 336-360.
55. Gathercole, S., & Baddeley, A. (1993). Working memory and language. Hove, UK: Lawrence Earlbaum.
56. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. UK: LEA.
57. Gough, P. B., Ehri, L. C., & Treiman, R. (1992). Reading acquisition. Hillsdale: LEA.
58. Grainger, J., & Ferrand, L. (1996). Masked orthographic and phonological priming in visual word recognition and naming: cross-task comparisons. Journal of Memory and Language, 35, 623-647.
59. Hansen, J., & Bowey, J. (1994). Phonological analysis skills, verbal working memory, and reading ability in second-grade children. Child Development, 65, 938-950.
60. Hart, P., Scherz, J., Kenn, A., & Hodson, B. (2007). Analysis of spelling error patterns of individuals with complex communication needs and physical impairments. Augmentative and Alternative Communication, 23(1), 16-29.
61. Higginbotham, D. J., & Bedrosian, J. (1995). Subject selection in AAC research: Decision Points. Augmentative and Alternative Communication, 11, 11-13.
62. Hoien, T., & Lundberg, I. (1992). Dislexia. Stockholm: Naturoch Kultur.
63. Hoien, 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.
64. Hoien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7, 171-188.
65. Kail, R. (1986). Source of age differences in speed processing. Child Development, 57, 969-987.
66. Koppenhaver, D. (1991). A descriptive analysis of classroom literacy instruction provided to children with severe speech and physical impairments. (Unpublished doctoral dissertation). University of North Carolina, Chapell Hill, NC.
67. Koppenhaver, D. A., & Yoder, D. (1992). Literacy issues in persons with severe physical and speech impairments. In R. Gaylord-Ross (Ed.), Issues and research in special education Vol. 2 (pp. 156-201). New York: Teachers College Press.
68. Koppenhaver, D. A., & Yoder, D. (1993). Classroom literacy instruction for children with severe speech and physical impairments (SSPI): What is and what might be. Topics in Language Disorders, 13(2), 1-15.
69. Light, J. (1999). Do Augmentative and Alternative Communication Interventions Really Make a Difference? The Challenges of Efficacy Research. Augmentative and Alternative Communication, 15, 13-24.
70. Light, J., Binger, C., & Kelford-Smith, A. (1994). Story reading interactions between preschoolers who use AAC and their mothers. Augmentative and Alternative Communication, 9, 255-268.
71. Light, J., & Kelford Smith, A. (1993). The home literacy experiences of preschoolers who use augmentative communication systems and their nondisabled peers. Augmentative and Alternative Communication, 9, 10-25.
72. Light, J., & McNaughton, D. (1993). Literacy and augmentative and alternative communication (AAC): The expectations and priorities of parents and teachers. Topics in Language Disorders, 13(2), 33-46.
73. Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
74. Lundberg, I., & Hoien, T. (1991). Initial enabling knowledge and skills in reading acquisition: Print awareness and phonological segmentation. In D. E. Sawyer, & B. Fox (Eds.), Phonological awareness. The evolution of the concept (pp. 73-95). New York: Springer-Verlag.
75. McNaughton, S. (1998). Reading acquisition of adults with severe congenital speech and physical impairments: Theoretical infrastructure, empirical investigation, educational application. (Unpublished doctoral dissertation). University of Toronto, Canada.
76. Monfort, M. (1982). Registro Fonológico Inducido. Madrid: CEPE.
77. Morais, J., Alegría, J., & Content, A. (1987). The relationship between segmental analysis and alphabetic literacy: An interactive view. Cahiers de Psychologie Cognitive, 7, 415-438.
78. Morton, J. (1969). The interaction of information in word recognition. Psychological Review, 76, 165-178.
79. Morton, J. (1979a). Facilitation in word recognition: Experiments that cause changes in the logogen model. In P. Kolers, M. Wrolstad, & H. Bouma (Eds.), Processing of visible language. Nueva York: Plenum.
80. Morton, J. (1979b). Word recognition. In J. Morton, & J. C. Marshall (Eds.), Psycholingulstics Series 2: Structures and processes. London: Elek.
81. Newman, S., Fields, H., & Wright, S. (1993). A development study of specific spelling disability. British Journal of Educational Psychology, 63, 287-296.
82. Oakhill, J. (1982). Constructive processes in skilled and lessskilled comprehenders' memory for sentences. British Journal of Psychology, 73, 13-20.
83. Olson, R. K., Wise, B., Conners, F. A., & Rack, J. P. (1990). Organization, heritability and alphabetic literacy: An interactive view. Cahiers de Psychologie Cognitive, 7, 415-438.
84. Parker, L. G. (1987). Educational programming. In E. McDonald (Ed.), Treating cerebral palsy: for clinicians by clinicians. Austin, TX: Pro-Ed.
85. Pascual-Leone, J. (1980). Constructive problem for constructive theories: the current relevance of Piaget's work and a critique of information processing simulation psychology. In R. H. Kluwe, & H. Spada (Eds.), Developmental models of thinking. Londres: Academic Press.
86. Patterson, K., Marshall, J., & Coltheart, M. (1985). Surface dyslexia: Cognitive and neuropsychological studies of phonological reading. London: LEA.
87. Pierce, P., & McWilliams, P. (1993). Emerging literacy and children with severe speech and physical impairments (SSPI): Issues and possible intervention strategies. Topics in Language Disorders, 13(2), 47-57.
88. Puffpaff, L. (2009). A developmental continuum of phonological sensitivity skills. Psychology in the Schools, 46 (1), 679-691.
89. Rapala, M., & Brady, S. (1990). Reading ability and short-term memory: the role of phonological processing. Reading and Writing: An Interdisciplinary Journal, 2, 1-25.
90. Rueda, M. (1995). La lectura, adquisición, dificultades e intervención. Salamanca: Amarú.
91. Seidenberg, M. S. (1985). Explanatory adequacy and models of word recognition. The Behavioral and Brain Sciences, 8, 724-726.
92. Sevcik, R., Romski, M. A., & Adamson, L. (1999). Measuring AAC Interventionsfor Individuals with Severe Developmental Disabilities. Augmentative and Alternative Communication, 15, 38-44
93. Siegel, L. (1994). Working memory and reading. International Journal of Behavioral Development, 1, 109-124.
94. Siegel, L., & Ryan, E. (1988). Development of gramaticalsensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24 (1), 28-37.
95. Smith, M. M. (1989). Reading without speech: a study of children with cerebral palsy. The Irish Journal of Psychology, 10(4), 601-614.
96. Smith, M. M. (1992a). Spelling abilities of nonspeaking students. (p. 168).
97. Smith, M. M. Abstracts of the 1992 Biennial Conference Abstracts. Philadelphia. Augmentative and Alternative Communication, 8(4), 110-183.
98. Smith, M. M. (1992b). Reading abilities of nonspeaking students: Two case studies. Augmentative and Alternative Communication, 8, 57-66.
99. Smith, M. M. (2001). Simply a speech impairment? Literacy challenges for individuals with severe congenital speech impairments. International Journal of Disability, Development and Education, 48(4), 331-353.
100. Smith, M. M. (2003). Literacy and Augmentative and Alternative Communication. London: Elsevier Academic Press.
101. Smith, M. M. (2009). Literacy and AAC. Effective assessment and intervention. Paper presented at the V Jornadas sobre Trastornos del Lenguaje Oral y Escrito. Universidad A Coruña, Spain.
102. Smith, M., & Blischak, D. (1997). Literacy. In L. Lloyd, D. Fuller, & H. Arvidson (Eds.), Augmentative and Alternative Communication. A handbook of principles and practices, (pp. 414-444). Massachusetts: Allyn and Bacon.
103. Snowling, M. J. (1987). Dyslexia: A cognitive developmental perspective. Oxford: Basil Blackwell.
104. Snowling, M. J. (1991). Developmental reading disorders. Journal of Child Psychology and Psychiatry 32, 49-77.
105. Snowling, M. J., & Stackhouse, J. (1983). Spelling performance of children with developmental verbal dyspraxia. Developmental Medicine and Child Neurology, 25, 430-437.
106. Sturm, J. M. (1998). Literacy development of AAC users. In D. R. Beukelman, & P. Mirenda (Eds.), Augmentative and alternative communication: Management of severe communication disorders in children and adults, (pp. 355-390). Baltimore: Paul Brookes.
107. Sturm, J. M. (2005). Literacy development of children who use AAC. In D. R. Beukelman, & P. Mirenda (Eds.), Augmentative and alternative communication: Supporting children and adults with complex communication needs, (pp. 351-389). Baltimore: Paul Brookes
108. Sturm, J. M., & Clendon, S. A. (2004). AAC, language, and literacy: Fostering the relationship. Topics in Language Disorders, 24(1), 76-91.
109. Swan, D., & Goswami, U. (1997). Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis. Journal of Experimental Child Psychology, 66(1), 18-41. (Pubitemid 127376029)
110. Taylor, I., & Taylor, M. (1983). The Psychology of reading. New York: Academic Press.
111. Templeton, S., & Bear, D. (1992). Development of orthographic knowledge and the foundations of literacy: a memorial festschrift for Edmund H. Henderson. Hillsdale, NJ: LEA.
112. Vandervelden, M. (2003, November). Skills related to written word learning: Assessment for people who use AAC. Paper presented in The International Society for Augmentative and Alternative Communication.
113. Vandervelden , M., & Siegel, L. (1995). Phonological recoding and phoneme awareness in early literacy: A developmental approach. Reading Research Quarterly, 30, 854-875.
114. Vandervelden , M., & Siegel, L. (1996). Phonological recoding deficits and dyslexia: A developmental perspective. In J. H. Beitchman, N. J. Cohen, M. M. Kostantareas, & R. Tannock (Eds.), Language, learning, and behaviour disorders (pp. 224-247). New York: Cambridge University Press.
115. Vandervelden , M., & Siegel, L. (1997). Teaching phonological processing skills in early literacy: A developmental approach. Learning Disabilities Quarterly, 20, 63-83.
116. Vandervelden, M., & Siegel, L. (1999). Phonological processing and literacy in AAC users and students with motor speech impairments. Augmentative and Alternative Communication, 15, 191-211.
117. Vandervelden, M., & Siegel, L. (2001). Phonological processing in written word learning: Assessment for children who use Augmentative and Alternative Communication. Augmentative and Alternative Communication, 17, 37-51.
118. Vieiro, P. (2003). Adquisición y aprendizaje de la lectoescritura: Bases y principales alteraciones. In M. Puyuelo, & J. A. Rondal (Eds.) Manual de desarrollo y alteraciones del lenguaje. Aspectos evolutivos y patologia en el niño y el adulto (pp 283-321). Barcelona: Masson.
119. nd ed). London: Whurr.
120. Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212.
121. th edition). Eskilstuna: Psykologiförlaget.
122. Wechsler, D. (1999). WAIS III. Escala de Inteligencia Wechsler para adultos III. Madrid: TEA.
123. Yoder, D. E. (2001). Having my say. Augmentative and Alternative Communication, 17 (1), 2-10.
124. Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.