Supporting vocabulary development in children who use Augmentative and Alternative Communication
Citation:
Smith, Martine, Supporting vocabulary development in children who use Augmentative and Alternative Communication, Journal of the Speech Language Hearing Association Taiwan, 33, 2015, 35 - 59Download Item:
JSLHAT (33)-03 Prof. Smith(清) final.pdf (PDF) 515.7Kb
Abstract:
Background:
Vocabulary development is a powerful driver of language development and
is also an important predictor of early progress in reading. It is recommended that vocabulary
interventions support rich word knowledge, incorporating phonological, semantic, morphological
and orthographic information. Children who use AAC are at risk of vocabulary difficulties. For these
children, acquiring vocabulary also involves knowledge of symbol representations and operational
skills. Furthermore, they also frequently struggle to develop functional skills in reading and spelling.
Method:
Four children who use AAC participated in a storybook-based intervention study
targeting vocabulary instruction over a ten-week period. The program was structured to integrate
communication, language and literacy dimensions of word learning, within a framework where
multiple opportunities were provided to see, hear, analyze and use the target words. Results: All
children demonstrated increased word knowledge post-intervention, although the areas and the extent
of progress varied across participants. Two participants made greater gains in communicative use of
target words while two made most progress in spelling.
Conclusion:
Although small in scope, this study suggests that integrated intervention programs
that target multiple aspects of word knowledge can support both communicative and literacy aspects
of word learning. Implications for future developments are considered.
Author's Homepage:
http://people.tcd.ie/mmsmithDescription:
PUBLISHED
Author: Smith, Martine
Type of material:
Journal ArticleSeries/Report no:
Journal of the Speech Language Hearing Association Taiwan33
Availability:
Full text availableSubject (TCD):
Inclusive Society , Language Acquisition (first & second) , Language acquisitionDOI:
http://dx.doi.org/10.6143/JSLHAT.2014.10.03Licences: