Evidence-Based Literacy Instruction for Individuals Who Require Augmentative and Alternative Communication: A Case Study of a Student with Multiple Disabilities
Evidence-Based Literacy Instruction for Individuals Who Require Augmentative and Alternative Communication: A Case Study of a Student with Multiple Disabilities
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针对需要增强性和替代性沟通的个人的循证识字教学：患有多种残疾的学生的案例研究
DOI：
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发表时间：
2008
影响因子：
1
通讯作者：
Lauren Karg1
中科院分区：
文献类型：
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作者：
Janice Light1;David McNaughton2;Marissa Weyer1;Lauren Karg1
识字技能为需要辅助和替代性交流（AAC）的个人提供了许多好处，包括教育，工作和社会交往的新机会。识字技能对沟通和语言发展也有强大的影响。本文介绍了有效的循证识字教学的组成部分，包括教学目标的技能，有效的教学程序来教授这些技能，并适应个人的需要，显着的言语，运动，和其他残疾。本文还介绍了一个案例研究，描述了正在进行的干预与一个8岁的女孩与多重残疾谁需要AAC。在语音意识、字母-声音对应、解码、视觉-单词识别、阅读连接文本、阅读理解技能以及早期写作和键盘技能方面提供循证指导。在16个月的干预期间，总共55个小时的指导，学生获得了20个字母-声音对应，学会了使用解码和视觉-单词技能阅读60个单词，并开始在共享阅读活动和独立阅读简单的文本。她还开始使用拼写近似法输入简单的短信和故事。获得这些新的识字技能增加了学习者的教育机会，也提高了她的语言和沟通技能。
Literacy skills provide numerous benefits to individuals who require augmentative and alternative communication (AAC), including new opportunities for education, work, and social interaction. Literacy skills also have a powerful impact on communication and language development. This paper describes the components of effective evidence-based literacy instruction, including skills to target for instruction, effective instructional procedures to teach these skills, and adaptations to accommodate the needs of individuals with significant speech, motor, and other disabilities. The paper also presents a case study that describes ongoing intervention with an 8-year-old girl with multiple disabilities who required AAC. Evidence-based instruction was provided in phonologic awareness, letter-sound correspondences, decoding, sight-word recognition, reading connected text, reading comprehension skills, and early writing and keyboarding skills. During the 16 months of intervention, a total of 55 hours of instruction, the student acquired 20 letter-sound correspondences, learned to use decoding and sight-word skills to read 60 words, and began to read simple texts both in shared reading activities and independently. She also began to type simple short messages and stories using spelling approximations. The acquisition of these new literacy skills resulted in increased educational opportunities for the learner and also enhanced her language and communication skills.