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17 Korean Journal of Communication Disorders 2008;13; ABSTRACT A Review of Literacy Interventions for AAC Users Jeongyoun Kim a, Eunhye Park b,, Yunhui Pyo c a Department of Special Education, Chosun University, Gwangju, Korea b Department of Special Education, Ewha Womans University, Seoul, Korea c Samyook Rehabilitation School, Seoul, Korea Background & Objectives: The importance of literacy intervention has recently been emphasized in various literature on augmentative and alternative communication (AAC). The purpose of this study was to examine the effective intervention elements used to improve the literacy skills of AAC users. Methods: Thirty intervention studies were selected and analyzed based on the intervention methods as well as the type of participant disability, the experimental design, and the types of dependent variables. Both domestic and foreign articles were included. Results: The components of AAC literacy intervention derived from the literature review included 1) using appropriate responses and prompts, 2) enhancing the quality of the communication environment, 3) direct AAC skills instruction, 4) multi-faceted comprehensive AAC intervention, 5) conversation partner training, and 6) computer-assisted instruction. In terms of the AAC system used in the intervention, 14 studies using VOCA, 15 studies used picture (or word) cards, 5 studies using storybooks, and 5 studies using a computer system. Discussion & Conclusion: The effective instruction variables based on the results of the 30 studies are discussed. Furthermore, the implications of this review for further studies on the literacy of AAC users are suggested. (Korean Journal of Communication Disorders 2008;13; ) Key Words: severe disabilities, Augmentative and Alternative Communication (AAC), literacy, Voice Output Communication Aid (VOCA), reading Received April 18, 2008; final revision received May 10, 2008; accepted May 15, Correspondence to Prof. Eunhye Park, PhD, Department of Special Education, Ewha Womans University, 11-1 Daehyun-dong, Seodaemun-gu, Seoul, Korea, epark@ehwa.ac.kr, tel.: The Korean Academy of Speech-Language Pathology and Audiology 324

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Journal of Educational Innovation Research 2017, Vol. 27, No. 2, pp DOI: * Review of Research

Journal of Educational Innovation Research 2017, Vol. 27, No. 2, pp.79-102 DOI: http://dx.doi.org/10.21024/pnuedi.27.2.201706.79 * Review of Research Trends on Curriculum for Students with Severe and multiple