The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional ... Research Article
Research Article  |   December 01, 2004
The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication
 
Author Affiliations & Notes
  • Karen A. Fallon
    Indiana University of Pennsylvania
  • Janice Light
    The Pennsylvania State University, University Park
  • David McNaughton
    The Pennsylvania State University, University Park
  • Kathryn Drager
    The Pennsylvania State University, University Park
  • Carol Hammer
    The Pennsylvania State University, University Park
  • Corresponding author: e-mail: kfallon@iup.edu
  • Contact author: Karen A. Fallon, Indiana University of Pennsylvania, Department of Special Education and Clinical Services, 203 Davis Hall, Indiana, PA 15705-1087.
    Contact author: Karen A. Fallon, Indiana University of Pennsylvania, Department of Special Education and Clinical Services, 203 Davis Hall, Indiana, PA 15705-1087.×
Article Information
Development / Speech, Voice & Prosodic Disorders / Augmentative & Alternative Communication / Attention, Memory & Executive Functions / Language / Research Articles
Research Article   |   December 01, 2004
The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication
Journal of Speech, Language, and Hearing Research, December 2004, Vol. 47, 1424-1439. doi:10.1044/1092-4388(2004/106)
History: Received May 19, 2003 , Revised October 7, 2003 , Accepted May 6, 2004
 
Journal of Speech, Language, and Hearing Research, December 2004, Vol. 47, 1424-1439. doi:10.1044/1092-4388(2004/106)
History: Received May 19, 2003; Revised October 7, 2003; Accepted May 6, 2004
Web of Science® Times Cited: 16

Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corresponding pictures. Three of the 5 participants demonstrated generalization of reading skills to novel-word reading, and 4 of the 5 generalized reading skills to book contexts. Implications and directions for future research are discussed.

Acknowledgments
This research was funded in part by the Albert and Lorraine Kligman Graduate Fellowship Award. The authors are grateful to the participants, parents, and teachers who participated in this research project.
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