Semin Speech Lang 2017; 38(04): 253-262
DOI: 10.1055/s-0037-1604273
Review Article
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Challenges and Opportunities in Reading Instruction for Children with Limited Speech

Andrea Barton-Hulsey
1   Waisman Center, University of Wisconsin, Madison, Wisconsin
› Author Affiliations
Further Information

Publication History

Publication Date:
11 September 2017 (online)

Abstract

The ability to read has implications for communication development for individuals who use augmentative and alternative communication (AAC) systems. Access to print for generative language provides a flexible system in which an individual can create novel messages and interact with his or her family, friends, and peers. Several challenges in reading instruction inherently exist for individuals who have limitations in speech ability. Reading instruction is becoming increasingly more accessible with current advances in technology; however, several challenges remain regarding the creation of accessible learning environments, assessment tools, and reading intervention strategies for children with limited speech. The current article provides an overview of the role of the speech-language pathologist in reading instruction and particularly addresses children's need for more experience with instruction in phonological awareness and decoding, an area that has presented the greatest challenge in access to reading instruction for individuals who use AAC. Several considerations are presented to increase access to instruction with directions for future research highlighted.

 
  • References

  • 1 Kutner M, Greenberg E, Jin Y, Paulsen C. The health literacy of America's adults: results from the 2003 National Assessment of Adult Literacy. NCES 2006; 6: 1-59
  • 2 Boyle CA, Boulet S, Schieve LA. , et al. Trends in the prevalence of developmental disabilities in US children, 1997-2008. Pediatrics 2011; 127 (06) 1034-1042
  • 3 Beukelman DR, Mirenda P. Principles of decision making, intervention and evaluation. In: Augmentative and Alternative Communication: Supporting Children and Adults with Complex Communication Needs. Baltimore, MD: Brookes Publishing; 2005: 187-200
  • 4 U.S. Department of Health and Human Services, National Institute on Child Health and Human Development. Report of the National Reading Panel (NIH Publication No. 004769). Available at: http://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf . Accessed July 31, 2017
  • 5 Machalicek W, Sanford A, Lang R, Rispoli M, Molfenter N, Mbeseha MK. Literacy interventions for students with physical and developmental disabilities who use aided AAC devices: a systematic review. J Dev Phys Disabil 2009; 22 (03) 219-240
  • 6 Binger C, Kent-Walsh J, Berens J, Del Campo S, Rivera D. Teaching Latino parents to support the multi-symbol message productions of their children who require AAC. Augment Altern Commun 2008; 24 (04) 323-338
  • 7 Browder DM, Ahlgrim-Delzell L, Courtade G, Gibbs SL, Flowers C. Evaluation of the Effectiveness of an early literacy program for students with significant developmental disabilities. Except Child 2008; 75 (01) 33-52
  • 8 Koppenhaver DA, Erickson KA, Skotko BG. Supporting communication of girls with Rett syndrome and their mothers in storybook reading. Int J Disabil Dev Educ 2001; 48 (04) 395-410
  • 9 Coleman-Martin MB, Heller KW, Cihak DF, Irvine KL. Using computer-assisted instruction and the nonverbal reading approach to teach word identification. Focus Autism Other Dev Disabl 2005; 20 (02) 80-90
  • 10 Erickson K, Hanser G, Hatch P, Sanders E. Research-based practices for creating access to the general curriculum in reading and literacy for students with significant intellectual disabilities. Chapel Hill 2009;175
  • 11 Hoover WA, Gough PB. The simple view of reading. Read Writ An Interdiscip J. 1990; 2: 127-160
  • 12 Michael Barker R, Saunders KJ, Brady NC. Reading instruction for children who use AAC: considerations in the pursuit of generalizable results. Augment Altern Commun 2012; 28 (03) 160-170
  • 13 Ahlgrim-Delzell L, Browder D, Wood L. Effects of systematic instruction and an augmentative communication device on phonics skills acquisition for students who are nonverbal. Educ Train Autism Dev Disabil 2014; 49 (04) 517-532
  • 14 Ahlgrim-Delzell L, Browder DM, Wood L, Stanger C, Preston AI, Kemp-Inman A. Systematic instruction of phonics skills using an iPad for students with developmental disabilities who are AAC users. J Spec Educ 2016; 50 (02) 86-970
  • 15 Bailey RL, Angell ME, Stoner JB. Improving literacy skills in students with complex communication needs who use augmentative / alternative communication systems. Educ Train Dev Disabil 2011; 46 (03) 352-368
  • 16 Benedek-Wood E, McNaughton D, Light J. Instruction in letter-sound correspondences for children with autism and limited speech. Top Early Child Spec Educ 2016; 36 (01) 43-54
  • 17 McCarthy JH, Hogan TP, Beukelman DR, Schwarz IE. Influence of computerized sounding out on spelling performance for children who do and do not rely on AAC. Disabil Rehabil Assist Technol 2015; 10 (03) 221-230
  • 18 Perfetti C. The universal grammar of reading. Sci Stud Read 2009; 7 (01) 3-24
  • 19 Ehri LC. Teaching phonemic awareness and phonics: an explanation of the national reading panel meta-analyses. In: McCardle PE, Chhabra V. , eds. The Voice of Evidence in Reading Research. Baltimore, MD: Paul H. Brookes; 2004: 153-186
  • 20 Conners FA. Reading instruction for students with moderate mental retardation: review and analysis of research. Am J Ment Retard 1992; 96 (06) 577-597
  • 21 Connor CM, Alberto PA, Compton DL, O'Connor RE. Improving reading outcomes for students with or at risk for reading disabilities: a synthesis of the contributions from the Institute of Education Sciences Research Centers. NCSER 2014–3000. Natl Cent Spec Educ Res 2014; 108
  • 22 Romski M, Sevcik RA, Adamson LB. , et al. Randomized comparison of augmented and nonaugmented language interventions for toddlers with developmental delays and their parents. J Speech Lang Hear Res 2010; 53 (02) 350-364
  • 23 Binger C, Maguire-Marshall M, Kent-Walsh J. Using aided AAC models, recasts, and contrastive targets to teach grammatical morphemes to children who use AAC. J Speech Lang Hear Res 2011; 54 (01) 160-176
  • 24 Kent-Walsh J, Binger C, Hasham Z. Effects of parent instruction on the symbolic communication of children using augmentative and alternative communication during storybook reading. Am J Speech Lang Pathol 2010; 19 (02) 97-107
  • 25 Hunt P, Soto G, Maier J, Müller E, Goetz L. Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. AAC Augment Altern Commun 2002; 18 (01) 20-35
  • 26 Romski M, Sevcik RA. Augmentative communication and early intervention: Myths and realities. Infants Young Child 2005; 18 (03) 174-185
  • 27 Brady NC, Bruce S, Goldman A. , et al. Communication services and supports for individuals with severe disabilities: guidance for assessment and intervention. Am J Intellect Dev Disabil 2016; 121 (02) 121-138
  • 28 National Joint Committee for the Communication Needs of People with Severe Disabilities (NJC). Communication Bill of Right. Available at: http://www.asha.org/uploadedFiles/NJC-Communication-Bill-Rights.pdf . Accessed June 24, 2017
  • 29 American Speech-Language-Hearing Association. Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position Statement]. Available at: www.asha.org/policy . Accessed July 18, 2017
  • 30 Koppenhaver DA, Pierce PL, Steelman JD, Yoder DE. Contexts of early literacy intervention for children with developmental disabilities. Language Intervention 1995; 5: 241-274
  • 31 Ruppar AL, Dymond SK, Gaffney JS. Teachers' perspectives on literacy instruction for students with severe disabilities who use augmentative and alternative communication. Res Pract Pers with Sev Disabil 2011; 36 (03) 100-111
  • 32 Justice LM, Mashburn A, Hamre B, Pianta R. Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Child Res Q 2008; 23 (01) 51-68
  • 33 Kent-Walsh J, Binger C, Soto G, Zangari C. Addressing the communication demands of the classroom for beginning communicators and early language users. In: Practically Speaking: Language, Literacy and Academic Development for Students with AAC Needs ; 2009:143–172
  • 34 Wisconsin Assistive Technology Initiative. Chapter 7—Assistive Technology for Reading. Available at: http://www.wati.org/content/supports/free/pdf/Ch7-Reading.pdf . Accessed June 24, 2017
  • 35 Romski M, Sevcik R. Breaking the Speech Barrier: Language Development through Augmented Means. Paul H. Brookes; 1996
  • 36 Barker RM, Bridges MS, Saunders KJ. Validity of a non-speech dynamic assessment of phonemic awareness via the alphabetic principle. Augment Altern Commun 2014; 30 (01) 71-82
  • 37 Williams K. Phonological and Print Awareness Scale. Torrence, CA: Western Psychological Services; 2014
  • 38 Allor JH, Mathes PG, Roberts JK, Cheatham JP, Champlin TM. Comprehensive reading instruction for students with intellectual disabilities: findings from the first three years. Psychol Sch 2010; 47 (05) 445-466
  • 39 Rashotte C, Torgesen JK, Wagner RK. Comprehensive Test of Phonological Processing. San Antonio, TX: Pearson; 1999
  • 40 Good RH, Kaminski RA. Dynamic Indicators of Basic Early Literacy Skills, 6th ed. Eugene, OR: 2002
  • 41 Light JC, McNaughton D. ALL (Accessible Literacy Learning): Evidence-based Reading Instruction for Learners with Autism, Cerebral Palsy, Down Syndrome and Other Disabilities. Pittsburgh, PA: Mayer-Johnson; 2009
  • 42 Browder DM, Gibbs SL, Ahlgrim-Delzell L, Courtade G, Lee A. Early literacy skills builder. Verona, WI: Attainment Company; 2007
  • 43 Browder DM, Ahlgrim-Delzell L, Wood L. Early reading skills builder. 2015
  • 44 Foley BE, Pollatsek A. Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augment Altern Commun 1999; 15: 156-173
  • 45 Perfetti C. Reading Ability. Oxford, UK: Oxford University Press; 1985
  • 46 Bishop K, Rankin J, Mirenda P. Impact of graphic symbol use on reading acquisition. Augment Altern Commun 1994; 10 (02) 113-125
  • 47 Rankin J, Harwood K, Mirenda P. Influence of graphic symbol use on reading comprehension. Augment Altern Commun 1994; 10 (04) 269-281
  • 48 Van Balkom H, Verhoeven L. Literacy learning in users of AAC: a neurocognitive perspective. Augment Altern Commun 2010; 26 (03) 149-157