The Effect of Direct Instruction and Writer's Workshop on the Early Writing Skills of Children Who Use Augmentative and Alternative Communication.
A single subject multiple probe across subjects research design was used to evaluate a writing instructional program for children who use augmentative and alternative communication (AAC). Specifically, the effect of instruction on the selection of initial letters of words by 3 children with developm...
| Publicado en: | AAC: Augmentative & Alternative Communication Vol. 20; no. 3; pp. 164 - 179 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=14167147&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 14167147 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 07434618 9OD jtl: AAC: Augmentative & Alternative Communication issn: 07434618 maglogo: Y pubinfo: dt: Sep2004 vid: 20 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 14167147 10.1080/07434610410001699690 ppf: 164 ppct: 15 formats: tig: atl: The Effect of Direct Instruction and Writer's Workshop on the Early Writing Skills of Children Who Use Augmentative and Alternative Communication. aug: au: Millar, Diane C. Light, Janice C. McNaughton, David B. affil: The Pennsylvania State University su: Means of communication for people with disabilities Writing Children Literacy Phonemics sug: subj: Means of communication for people with disabilities Writing Children Literacy Phonemics keyword: Augmentative and alternative communication Letter-sound correspondence Phonemic awareness ab: A single subject multiple probe across subjects research design was used to evaluate a writing instructional program for children who use augmentative and alternative communication (AAC). Specifically, the effect of instruction on the selection of initial letters of words by 3 children with developmental disabilities who used AAC was evaluated. The writing instructional program comprised direct instruction in letter-sound correspondence and selection of initial letters of words, and a writing workshop-type task to provide instruction in literacy activities. Two of the 3 children were successful in the acquisition of the target skill, maintained use of the skill at least 1 month following instruction, and demonstrated some generalization of the skill to less structured tasks. The third child required a simplified instructional program to accommodate transient episodes of hemiplegia and to increase his time on task. The results of the study suggest that an instructional program that combines a direct instruction approach and a writing workshop-type activity may facilitate the development and application of phonemic awareness skills with children who use AAC. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2004 holdings: @attributes: islocal: N |
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