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• W2158668052 abstract "No AccessPerspectives on Augmentative and Alternative CommunicationArticle1 Jun 2005Responding to Individual Needs: Promoting the Literacy Development of Students Who Use AAC Karen A. Erickson and Sally A. Clendon Karen A. Erickson Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill Google Scholar More articles by this author and Sally A. Clendon Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill Google Scholar More articles by this author https://doi.org/10.1044/aac14.2.11 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References ASHA. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents (guidelines). Rockville, MD: Author. Google Scholar Blackstone, S. W. (1989). The 3 R’s: Reading, writing, and reasoning.Augmentative Communication News, 2 (1), 1–3. Google Scholar Butler, K. G. (1999). From oracy to literacy: Changing clinical perceptions.Topics in Language Disorders, 20 (1), 14–32. Google Scholar Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation.Scientific studies of reading, 3 (4), 331–361. CrossrefGoogle Scholar Cunningham, J. W. (1993). Whole-to-part reading diagnosis.Reading and Writing Quarterly, 9, 31–49. Google Scholar Cunningham, P. M. (2005). Phonics they use: Words for reading and writing (5th ed.). Boston: Pearson Education. Google Scholar Cunningham, P., Hall, D. P., & Cunningham, J. W. (2000). Guided reading the four-blocks way. Greensboro, NC: Carson Dellosa. Google Scholar Denton, D. R. (2004). Teaching all children to read.In R. D. Robinson, M. C. McKenna, & J. M. Wedman (Eds.), Issues and trends in literacy education (3rd ed., pp. 40–44). Boston: Pearson Education. Google Scholar Dickinson, D. K., & McCabe, A. (1991). The acquisition and development of language and literacy development: A social interactionist account of language and literacy development.In J. Kavanaugh (Ed.), The language continuum: from Infancy to literacy (pp. 1–40). Parkton, MD: York. Google Scholar Ehren, B. J., & Ehren, T. C. (2001). New or expanded roles for speech-language pathologists: Making it happen in the schools.Seminars in Speech and Language, 22 (3), 233–243. Google Scholar Erickson, K. (2003). Reading comprehension in AAC.The Asha Leader, 8 (12), 6–9. Google Scholar Erickson, K. A., Koppenhaver, D. A., & Cunningham, J. W. (2004). Balanced reading intervention in augmentative communication.In R. McCauley & M. Fey (Eds.), Treatment of language disorders in children: Conventional and controversial interventions. Baltimore: Paul H. Brookes. Google Scholar Gillon, G. (2004). Phonological awareness: From research to practice. New York: Guilford. Google Scholar Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Stenhouse. Google Scholar Koppenhaver, D. A., & Yoder, D. E. (1992). Literacy learning of children with severe speech and physical impairments in school settings.Seminars in Speech and Language, 13 (2), 143–152. Google Scholar Light, J. (1997). “Let’s go star fishing”: Reflections on the contexts of language learning for children who use aided AAC.Augmentative and Alternative Communication, 13, 158–171. CrossrefGoogle Scholar Light, J. C., & Kent-Walsh, J. (2003). Fostering emergent literacy for children who require AAC.The ASHA Leader, 8 (10), 4–5, 28–29. Google Scholar Musselwhite, C. R., & Hanser, G. (2003). Write to talk—Talk to write!: Litchfield Park, AZ & Newfields, NH: Special Communications and Life Skills & Technology for Independence. Google Scholar Sénéchal, M., LeFevre, J. A., Smith-Chant, B. L., & Colton, K. V. (2001). On refining theoretical models of emergent literacy: The role of empirical evidence.Journal of School Psychology, 39 (5), 439–460. CrossrefGoogle Scholar Smith, M. (2001). Simply a speech impairment? Literacy challenges for individuals with severe congenital speech impairments.International Journal of Disability, Development and Education, 48 (4), 331–353. Google Scholar Snow, C. E., Scarborough, H. S., & Burns, M. S. (1999). What speech-language pathologists need to know about early reading.Topics in Language Disorders, 20 (1), 48–58. CrossrefGoogle Scholar Sturm, J. M. (2003). Writing and AAC.The ASHA Leader, 8 (16), 4–5, 28–29. Google Scholar Sturm, J., Beukelman, D. R., & Mirenda, P. (1998). Literacy development of AAC users.In D.R. Beukelman & P. Mirenda (Eds.), Augmentative and alternative communication: Management of severe communication disorders in children and adults (2nd ed., pp. 355–390). Baltimore: Paul H. Brookes. Google Scholar Tierney, R. J., & Cunningham, J. W. (1984). In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 609–655). New York: Longman. Google Scholar Wiley, R. E., & Durrell, D. D. (1970). Teaching vowels through phonograms.Elementary English, 47, 787–791. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 14Issue 2June 2005Pages: 11-16 Get Permissions Add to your Mendeley library History Published in issue: Jun 1, 2005 Metrics Downloaded 94 times Topicsasha-topicsasha-article-typesasha-sigsCopyright & PermissionsCopyright © 2005 American Speech-Language-Hearing AssociationPDF DownloadLoading ..." @default.
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