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Augmentative and Alternative Communication Volume 25, 2009 - Issue 2
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Original Article

Teaching Sound Letter Correspondence and Consonant-Vowel-Consonant Combinations to Young Children who Use Augmentative and Alternative Communication

Susan S. Johnston University of Utah, Salt Lake City, Utah, USACorrespondence[email protected]
,
Lisa Davenport University of Utah, Salt Lake City, Utah, USA
,
Betsy Kanarowski University of Utah, Salt Lake City, Utah, USA
,
Sara Rhodehouse University of Utah, Salt Lake City, Utah, USA
&
Andrea P. McDonnell University of Utah, Salt Lake City, Utah, USA
Pages 123-135 | Published online: 12 Jul 2009

Citations (17)

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Read on this site (3)

Kelsey Mandak, Janice Light & Susannah Boyle. (2018) The effects of literacy interventions on single-word reading for individuals who use aided AAC: a systematic review. Augmentative and Alternative Communication 34:3, pages 206-218.
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Donna W. Stauter, Sarah R. Myers & Audra I. Classen. (2017) Literacy instruction for young children with severe speech and physical impairments: A systematic review. Journal of Occupational Therapy, Schools, & Early Intervention 10:4, pages 389-407.
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R. Michael Barker, Kathryn J. Saunders & Nancy C. Brady. (2012) Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results. Augmentative and Alternative Communication 28:3, pages 160-170.
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Articles from other publishers (14)

Sara C. Collins, Andrea Barton-Hulsey, Christy Timm-Fulkerson & Michelle C. S. Therrien. (2023) AAC & Literacy: A Scoping Review of Print Knowledge Measures for Students who use Aided Augmentative and Alternative Communication. Journal of Developmental and Physical Disabilities.
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Annemarie Murphy, Benjamin Bailey & Joanne Arciuli. (2023) Exploring the Effects of Literacy Instruction for Children With Cerebral Palsy: A Systematic Review. Language, Speech, and Hearing Services in Schools 54:1, pages 299-321.
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Susan S. Johnston, Breda V. O’Keeffe & Kristen Stokes. (2018) Early Literacy Support for Students With Physical Disabilities and Complex Communication Needs. TEACHING Exceptional Children 51:2, pages 91-99.
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Andrea Barton-Hulsey, Rose A. Sevcik & MaryAnn Romski. (2018) The Relationship Between Speech, Language, and Phonological Awareness in Preschool-Age Children With Developmental Disabilities. American Journal of Speech-Language Pathology 27:2, pages 616-632.
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Janis Doneski-Nicol & Jody Marie Bartz. 2018. Autism Spectrum Disorders. Autism Spectrum Disorders 392 427 .
Munique Massaro & Débora Deliberato. (2017) Pesquisas em Comunicação Suplementar e Alternativa na Educação Infantil. Educação & Realidade 42:4, pages 1479-1501.
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Roseli Vasconcellos & Alessandra Del Ré. (2017) PARALISIA CEREBRAL: EFEITOS DA ESCRITA SOBRE A ESCRITA. Alfa : Revista de Linguística (São José do Rio Preto) 61:2, pages 319-349.
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신미경, KIMYOUNGTAE, Jin Kyung Kang & PARKEUNHYE. (2016) Reading Interventions for Improving Phonological Awareness and Word Recognition of Students With Disabilities: A Meta-Analysis of Single-Subject Research Designs. The Journal of Special Children Education 18:2, pages 45-75.
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Gail Marie Wolf. (2015) Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing. Early Childhood Education Journal 44:1, pages 11-19.
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성시연, KIMYOUNGTAE & 한선경. (2015) A Meta-Analysis of Phonological Awareness Intervention Related to Emergent Literacy Skills for AAC Users. Journal of speech-language & hearing disorders 24:2, pages 49-59.
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Lisa A. Davenport & Susan S. Johnston. (2014) Using Most-to-Least Prompting and Contingent Consequences to Teach Numeracy in Inclusive Early Childhood Classrooms. Topics in Early Childhood Special Education 34:4, pages 250-261.
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Janis Doneski-Nicol & Jody Marie Bartz. 2015. Recent Advances in Assistive Technologies to Support Children with Developmental Disorders. Recent Advances in Assistive Technologies to Support Children with Developmental Disorders 79 113 .
Lisa A. Pufpaff. (2010) Adapted Assessment of Phonological Sensitivity Skills. Communication Disorders Quarterly 33:1, pages 13-22.
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Wendy Machalicek, Amanda Sanford, Russell Lang, Mandy Rispoli, Nancy Molfenter & Margaret K. Mbeseha. (2009) Literacy Interventions for Students with Physical and Developmental Disabilities Who Use Aided AAC Devices: A Systematic Review. Journal of Developmental and Physical Disabilities 22:3, pages 219-240.
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