The Effect of Direct Instruction and Writer's Workshop on the Early Skills of Children Who Use Augmentative and Alternative Communication
By Millar, Diane C.; Light, Janice C.; McNaughton, David B.; Augmentative and Alternative Communication (AAC), Vol. 20, No. 3, pp. 164-178Publication Date: September 2004
Study conducted to evaluate a writing instructional program for children who use augmentative and alternative communication (AAC). The effect of instruction on the selection of initial letters of words by three children with developmental disabilities who used AAC was used as the study’s main variable. The writing instructional program utilized direct instruction in letter-sound correspondence and the selection of initial letters of words, while a writing workshop was conducted to provide additional literacy instruction. An adaptive keyboard called the DiscoverBoard was used in conjunction with Discover:Create software in the writing instructional program. Two of the three participants were successful in developing their writing skills, maintained use of their newly acquired skills for at least one month following instruction, and demonstrated some ability to use writing skills across a variety of less structured tasks. The third child required a less intensive program to accommodate episodes of hemiplegia and to increase time on task. The authors contend that these results suggest that an instructional program that combines these components have implications to facilitate the development and application of phonemic awareness skills among children who use AAC.
Assistive Products Discussed: DISCOVER:BOARD
Published by: International Society for Augmentative and Alternative Communication (ISAAC) (Website:http://www.isaac-online.org)
