Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Current research has shown both pediatric and adult augmentative and alternative (AAC) users underachieve in their reading and spelling skills. Their underperformance is not secondary to a lack of cognitive and linguistic abilities (Sandberg, Smith, & Larsson, 2010). The outcome of improved literacy for this population will mean improved educational opportunities, vocational opportunities, self-expression, potential for independent living, and entertainment (Light, McNaughton, Weyer, & Karg, 2008; Erickson, 2003).
The purpose of this study was to determine if a parent-centered literacy training program for AAC users will increase the users’ emergent literacy skills. A pretest posttest design was used to determine the effectiveness of the parent-training program following an eight-week period of implementation. The participants demonstrated some improvements in their emergent literacy skills based on caregiver report via surveys. A quantitative analysis was unable to be completed due to participant limitations. Further research in literacy development for AAC users is recommended.
Bowers, M. & Coulter, K. (2018). Caregiver Training Program on Emergent Literacy of Augmentative and Alternative Communication Users. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1979-1984). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE).
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