Simply a speech impairment? literacy challenges for individuals with severe congenital speech impairments

International Journal of Disability, Development and Education

Volumn 48, Issue 4, 2001, Pages 331-353

  Smith, Martine M ^a  

^a TRINITY COLLEGE DUBLIN   (Ireland)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84937333574     PISSN: 1034912X     EISSN: 1465346X     Source Type: Journal    
DOI: 10.1080/10349120120094257     Document Type: Article

References (39)

1. BADDELEY, A.E., 1998. Human memory: Theory and practice, London: Allyn & Bacon.
2. BADDELEY, A.E., and LOGIE, R.H., 1999. “ Working memory: The multiple-component model ”. In Models of working memory: Mechanisms of active maintenance and executive control, Edited by: MIYAKE, A., and SHAH, P., 28–61. Cambridge, UK: Cambridge University Press.
3. BADDELEY, A.E., and WILSON, B., 1985. Phonological coding and short-term memory in patients without speech. Journal of Verbal Learning and Verbal Behaviour, 24: 490–502.
4. BERNINGER, V., and GANS, B., 1986. Language profiles in nonspeaking individuals of normal intelligence with severe cerebral palsy. Augmentative and Alternative Communication, 2: 45–50.
5. BIRD, J., BISHOP, D.V.M., and FREEMAN, N.H., 1995. Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and Hearing Research, 38: 446–462.
6. BISHOP, D.V.M., 1985. Spelling ability in congenital dysarthria: Evidence against articulatory coding in translating between phonemes and graphemes. Cognitive Neuropsychology, 2: 229–251.
7. BISHOP, D.V.M., BYERS-BROWN, B., and 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., and ROBSON, J., 1989. Unimpaired short-term memory and rhyme judgement in congenitally speechless individuals: Implications for the notion of "articulatory coding". The Quarterly Journal of Experimental Psychology, 41A(1): 123–140.
9. BLISCHAK, D., 1994. Phonologic awareness: Implications for individuals with little or no functional speech. Augmentative and Alternative Communication, 10: 245–254.
10. DAHLGREN SANDBERG, A., and HJELMQUIST, E., 1996. Phonological awareness and literacy abilities in nonspeaking preschool children with cerebral palsy. Augmentative and Alternative Communication, 12: 138–153.
11. DAHLGREN SANDBERG, A., and HJELMQUIST, E., 1997. Language and literacy in nonvocal children with cerebral palsy. Reading and Writing: An Interdisciplinary Journal, 9: 107–133.
12. DODD, B., GILLON, G., OERLEMANS, M., RUSSELL, T., SYRMIS, M., and WILSON, H., 1995. “ Phonological disorder and the acquisition of literacy ”. In Differential diagnosis and treatment of children with speech disorder, Edited by: DODD, B., 125–146. London: Whurr.
13. DUNN, L.M., DUNN, L.M., WHETTON, P., and BURLEY, T., 1997. The British Picture Vocabulary Scales, (2nd ed.), Windsor, Berks, UK: NFER-Nelson.
14. FOLEY, B., and POLLATSEK, A., 1999. Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augmentative and Alternative Communication, 15: 156–173.
15. GALLAGHER, A., FRITH, U., and SNOWLING, M., 2000. Precursors of literacy delay among children at genetic risk of dyslexia. Journal of Child Psychology and Psychiatry, 41: 203–213.
16. GATHERCOLE, S.E., and BADDELEY, A.D., 1990. Phonological memory deficits in languagedisordered children: Is there a causal connection?. Journal of Memory and Language, 29: 336–360.
17. GOSWAMI, U., Phonological awareness and reading acquisition in different orthographies. Paper presented at 27th International Congress of Psychology. Stockholm, Sweden. July.
18. HOWELL, J., and DEAN, E., 1994. Intervention in phonological impairment, London: Whurr.
19. KOPPENHAVER, D.A., and YODER, D.E., 1992a. “ Literacy issues in persons with severe speech and physical impairments ”. In Issues and research in special education, Edited by: GAYLORD-ROSS, R., Vol. 2, 156–201. New York: Teachers College Press.
20. KOPPENHAVER, D.A., and YODER, D.E., 1992b. Literacy learning of children with severe speech and physical impairments in school settings. Seminars in Speech and Language, 12: 4–153.
21. KOPPENHAVER, D.A., and YODER, D.E., 1993. Classroom literacy instruction for children with severe speech and physical impairments: What is and what might be. Topics in Language Disorders, 13(2): 1–15.
22. LIGHT, J., and KELFORD SMITH, A., 1993. Home literacy experiences of preschoolers who use AAC systems and of their nondisabled peers. Augmentative and Alternative Communication, 9: 10–25.
23. LIGHT, J., and 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.
24. LOCKE, J.L., 1980. The inference of speech perception in the phonologically disordered child: Part. Some clinically novel procedures, their use, some findings. Journal of Speech and Hearing Disorders, 45: 445–468.
25. MCCORMICK, M., 1995. “ Early phonological processes and later spelling strategies ”. In Differential diagnosis and treatment of children with speech disorder, Edited by: DODD, B., 111–124. London: Whurr.
26. SAHLEN, B., REUTERSKIÖLD-WAGNER, C., NETTELBLADT, U., and RADEBORG, K., 1999. Non-word repetition in children with language impairment-Pitfalls and possibilities. International Journal of Language and Communication Disorders, 34: 337–352.
27. SANDBERG, A.D., 2001. Reading and spelling, phonological awareness, and working memory in children with severe speech impairments: A longitudinal study. Augmentative and Alternative Communication, 17: 11–26.
28. SERNICLAES, W., SPRENGER-CHAROLLES, L., CARRE, R., and DEMONET, J.F., 2001. Perceptual discrimination of speech sounds in developmental dyslexia. Journal of Speech Language and Hearing Research, 44: 384–399.
29. SMITH, M.M., 1989. Reading without speech: A study of children with cerebral palsy. Irish Journal of Psychology, 10: 601–614.
30. SMITH, M.M., and BLISCHAK, D., 1997. “ Literacy ”. In Augmentative and alternative communication: Principles and practices, Edited by: LLOYD, L., FULLER, D., and ARVIDSON, H., 414–444. London: Allyn & Bacon.
31. SNOWLING, M., 2000. “ Language and literacy skills: Who is at risk and why? ”. In Speech and language impairments in children, Edited by: BISHOP, D.V.M., and LEONARD, L.B., 245–260. Hove, East Sussex, UK: Psychology Press.
32. STACKHOUSE, J., 2000. “ Barriers to literacy development in children with speech and language difficulties ”. In Speech and language impairments in children, Edited by: BISHOP, D.V.M., and LEONARD, L.B., 73–98. Hove: Psychology Press.
33. STANOVICH, K.E., 1986. Matthew effects in reading: Some consequences of individual differences in acquisition of literacy. Remedial and Special Education, 5: 11–19.
34. VANDERVELDEN, M., and SIEGEL, L., 1999. Phonological processing and literacy in AAC users and students with motor speech impairments. Augmentative and Alternative Communication, 15: 191–211.
35. VANDERVELDEN, M., and 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.
36. VAN ORDEN, G.G., PENNINGTON, B.F., and STONE, G.O., 1990. Word identification in reading and the promise of subsymbolic psycholinguistics. Psychological Review, 97: 488–522.
37. WEBSTER, P.E., and PLANTE, A.S., 1992. Effects of phonological impairment on words, syllable and phoneme segmentation and reading. Language Speech and Hearing Services in Schools, 23: 176–182.
38. WEBSTER, P.E., and PLANTE, A.S., 1995. Productive phonology and phonological awareness in preschool children. Applied Psycholinguistics, 16: 43–57.
39. YOUNG, D., 1987. The SPAR Group Reading and Spelling Tests, Sevenoaks, Kent, UK: Hodder & Stoughton Educational.