Teaching sound letter correspondence and consonant-vowel-consonant combinations to young children who use augmentative and alternative communication.
The purpose of this study was to provide a preliminary examination of an intervention strategy designed to teach sound-letter correspondence and spelling of consonant-vowel-consonant (CVC) combinations to young children who use Augmentative and Alternative Communication (AAC). A multiple baseline probe design across behaviors was used to assess the effects of the intervention on the percentage of correct responses provided by two participants on the target skills during free-choice play activities in the literacy center of inclusive classrooms. The results of this study provide preliminary support for the use of the intervention strategy within inclusive classrooms.
Johnston
Susan S
SS
Department of Special Education, University of Utah, Salt Lake City, Utah 84112, USA. susan.johnston@utah.edu
Davenport
Lisa
L
Kanarowski
Betsy
B
Rhodehouse
Sara
S
McDonnell
Andrea P
AP
D002547:Cerebral Palsy / Q000523:psychology; D002675:Child, Preschool; D003143:Communication Devices for People with Disabilities; D002658:Developmental Disabilities / Q000523:psychology; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D010700:Phonetics; D011932:Reading; D015203:Reproducibility of Results; D013663:Teaching