TY  - BOOK
AU  - Smith,Martine
AU  - Arvidson,Helen H.
AU  - Lloyd,Lyle L.
TI  - Literacy and Augmentative and Alternative Communication
SN  - 9780080478951
AV  - LB3454 -- .S65 2005eb 
U1  - 371.914246 
PY  - 2003///
CY  - Saint Louis
PB  - BRILL
KW  - Communicative disorders -- Patients -- Education
KW  - Literacy -- Study and teaching
KW  - Electronic books
N1  - Cover -- Acknowledgments -- Contents -- CHAPTER 1 Introduction -- I. Why Aim for Literacy? -- II. Literacy and Severe Speech Impairment -- III. Organization of this Book -- CHAPTER 2 The Process of Reading and Writing -- I. Introduction -- II. Models of Reading and Writing -- A. Ingredients of Literacy -- B. Processes of Fluent Reading -- III. What Does It Mean to Be a Competent Reader-Writer? -- A. The Impact of Phonological Awareness on Literacy -- B. The Impact of Literacy on Phonological Processing -- C. The Influence of Orthography Type on Phonological Processing -- IV. Summary -- CHAPTER 3 Literacy Learning -- I. Introduction -- II. Stage Theories of Literacy Development -- A. Developmental Stages in Reading -- B. Developmental Stages in Spelling -- C. Writing Development -- III. Are Stage Theories Helpful? -- IV. How Do Children Learn to Read and Write? -- A. Partnership of Factors -- B. Language Skills and Reading -- V. Developing the Ingredients -- VI. Summary -- CHAPTER 4 Literacy and Augmentative and Alternative Communication -- I. Introduction -- II. Case Examples -- III. Intrinsic Factors to Consider -- A. Physical Impairment -- B. Sensory/Perceptual Impairment -- C. Communication Difficulties -- D. Cognitive Impairment -- IV. Extrinsic Factors to Consider -- A. Home Environment -- B. School Environment -- V. Ingredients of Literacy for AAC Users -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- VI. Myths Revisited -- A. Myth 1 -- B. Myth 2 -- VII. Summary -- CHAPTER 5 Assessment Principles -- I. Introduction -- II. General Principles of Assessment -- A. Literacy as an Integration of Skills -- B. The Focus of Assessment -- C. Literacy as a Goal-Driven Activity -- D. Literacy as a Developmental Process -- E. Implications of Assessment Activities -- III. Summary; CHAPTER 6 The Practicalities of Assessment -- I. Introduction -- II. A Possible Model -- III. Tools and Approaches -- A. Qualitative Approaches -- B. Quantitative Approaches -- IV. Assessment of Language-Related Skills -- A. Vocabulary Knowledge -- B. Comprehension of Syntax -- C. Pragmatic Knowledge -- D. Name Encoding and Name Retrieval -- V. Assessment of Metalinguistic Awareness -- A. Phonological Awareness -- B. Morphological Awareness -- VI. Assessment of Reading Skills -- A. Formal Measures of Reading -- B. Additional Materials Reported -- VII.Spelling and Writing Assessments -- A. Spelling and Writing Tasks -- VIII. Summary and Conclusions -- CHAPTER 7 Principles of Intervention -- I. Introduction -- II. Contexts for Consideration -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- III. General Principles -- A. Defining Good Intervention -- B. The Assessment Bias -- C. Contrasting Developmental and Functional Frameworks -- D. Considering Intrinsic and Extrinsic Factors -- IV. AAC Literacy and Print Literacy -- V. A Framework for Intervention: Participation -- VI. Approaches to Instruction -- A. Reading -- B. Writing -- C. The Special Case of Spelling -- D. Literacy Working Together -- VII. Specific Applications -- A. Young Children -- B. Older Children -- C. Adults -- VIII. Summary and Conclusions -- CHAPTER 8 Some Practicalities: SCRAWLing a Path to Literacy -- I. Introduction -- II. Key Goals -- A. Expanding Literacy Needs -- B. Maximizing Opportunities -- C. Minimizing Barriers to Learning -- III. Emergent Literacy Themes -- IV. The SCRAWL Approach -- A. S„Shared Stories -- B. C„Comprehension -- C. R„Rapid Recognition -- D. A„Analysis and Articulation -- E. W„Writing -- F. L„Language, Literacy, and Literature -- V. Supporting Self-Teaching -- VI. Working with Adults -- VII. Summary; CHAPTER 9 The Role of Technology -- I. Introduction -- II. Tools to Support Early Literacy -- A. Hardware -- B. Software -- III. Tools to Support Skill Development -- A. Young Children -- B. Older Children -- C. Adults -- IV. Text Preparation and Production -- A. Rate Enhancement -- B. Text Prediction -- V. The Role of Voice Output -- VI. The World Wide Web -- VII. What Kind of Literacy? -- VIII. Summary and Conclusions -- CHAPTER 10 Planning the Way Forward -- I. Introduction -- II. Looking Back -- III. Looking Forward -- A. Building Practice -- B. Setting an Agenda for Research -- IV. Summary and Conclusions -- Appendix A Dolch Word List -- Appendix B Useful Books -- Index
N2  - In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write
UR  - https://ebookcentral.proquest.com/lib/buse-ebooks/detail.action?docID=226845
ER  -