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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

18 Kim, Park & Pyo / A Review on Literacy Intervention for AAC Users References Basil, C., & Reyes, S. (2003). Acquisition of literacy skill by children with severe disability. Child Language Teaching and Therapy, 19(1), Bedrosian, J., Lasker, J., Speidel, K., & Politsch, A. (2003). Enhancing the written narrative skills of an AAC student with autism: Evidencebased research issues. Topics in Language Disorders, 23(4), Beukelman, D., & Mirenda, P. (2005). Augmentative and Alternative Communication: Management of severe communication disorders in children and adults. Baltimore, MA: Paul H. Brookes. Bishop, D. V. M., Byers-Brown, B., & Robson, J. (1990). The relationship between phoneme discrimination, speech production, and language comprehension in cerebral-palsied individuals. Journal of Speech and Hearing Research, 33, Blischak, D. M., Lombardino, L. J., & Dyson, A. T. (2003). Use of speech-generating devices: In support of natural speech. Augmentative and Alternative Communication, 19, Bosseler, A., & Massaro, D. W. (2003). Development and evaluation of a computer-animated tutor vocabulary and language learning in children with autism. Journal of Autism and Developmental Disorder, 33(6), Brandy, N. (2000). Improved comprehension of object names following voice output communication aid use: Two case studies. Augmentative and Alternative Communication, 16, Cockerill, H., & Carroll-Few, L. (2001). Communicating without speech: Practical Augmentative and Alternative Communication. London: MacKeith Press. Coleman-Martin, M. B., Wolff, H. K., Cihak, D. F., & Irvine, K. L. (2005). Using computerassisted instruction and the nonverbal reading approach to teach word identification. Focus on Autism and Other Development Disabilities, 20(2), Downing, J. E. (2005). Teaching literacy to students with significant disabilities: Strategie for the K-12 inclusive classroom. Thousand Oaks, CA: Corwin Press. Drager, K. D., Postal, V. J., Carrolus, L., Castellano, M., Gagliano, C., & Glynn, J. (2006). The effect of aided language modeling on symbol comprehension and production in 2 preschoolers with autism. American Journal of Speech-Language Pathology, 15(2), Erickson, K., Koppenhaver, D., & Yoder, D. E. (2002). Waves of words: Augmented communicators read and write. Toronto: ISAAC Press. Fallon, K. A., Light, J., McNaughton, D., Drager, K., & Hammer, C. (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, 47(1), Foley, B. E. (1993). The development of literacy in individuals with severe congenital speech and motor impairments. Topics in Language Disorders, 13(2), Foley, B. E., & Staples, A. H. (2003). Developing Augmentative and Alternative Communication (AAC) and literacy interventions in a supported employment setting. Topics in Language Disorders, 23(4), Goossens, C., Crain, S., & Elder, P. (1992). Engineering the preschool environment for interactive, symbolic communication. Birmingham, AL: Southeast Augmentative Communication Conference Publications. Harris, M. D., & Reichle, J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities. American Journal of Speech-Language Pathology, 13, Harris, Y. L., & Hodges, R. E. (1995). The literacy dictionary: The vocabulary of reading and writing. Newark, DE: International Reading Assessment. Heller, K. W. (2005). Adaptation and Instruction in Literacy and Language Arts. In S. J. Best, K. W. Heller & J. L. Bigge (Eds.), Teaching individuals with physical or multiple disabilities (5th ed.) (pp ). Upper Saddle River, NJ: Merrill. Hetzroni, O. E. (2004). AAC and literacy. Disability and Rehabilitation, 26(21), Hetzroni, O. E., & Shalem, U. (2005). From logos to orthographic symbols: A multilevel fading computer program for teaching nonverbal children with autism. Focus on Autism and Other Development Disabilities, 20(4),

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