Emerging literacy and children with severe speech and physical impairments (SSPI)

Pierce, Patsy L.; McWilliam, P. J.

doi:10.1097/00011363-199302000-00006

Cited by 35 publications

(24 citation statements)

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“…Interactive storybook experiences can enhance comprehension abilities (Pierce and McWilliam 1993). PowerPoint TM can be used to allow a learner to playfully interact with images, and in the process acquire comprehension skills.…”

Section: Comprehensionmentioning

confidence: 99%

Using Microsoft® PowerPoint™ to Support Emergent Literacy Skill Development for Young Children At-Risk or Who Have Disabilities

Parette

Hourcade

Boeckmann

et al. 2008

Early Childhood Educ J

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The increasing availability and use of technology applications for teaching emergent literacy skills in early childhood education settings nationwide requires that early childhood education professionals develop skills with readily available software programs. This paper provides general recommendations in using Microsoft Ò PowerPoint TM to support emergent literacy skill development for young children at-risk or who have disabilities. Specific suggestions are presented in the areas of phonological awareness, alphabetic principles, comprehension, concepts about print, and vocabulary development.

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Section: Comprehensionmentioning

confidence: 99%

Using Microsoft® PowerPoint™ to Support Emergent Literacy Skill Development for Young Children At-Risk or Who Have Disabilities

Parette

Hourcade

Boeckmann

et al. 2008

Early Childhood Educ J

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“…The fourth group of effects is individual effects, which may influence judgment about iconicity and may include oral or literate background (Pierce & McWilliam, 1993); schooling (Martlew & Connolly, 1996); culture (Basson & Alant, 2005;Haupt & Alant, 2002;Hetzroni & Harris, 1996;Huer, 2000;Nakamura, Newell, Alm, & Waller, 1998); age (Emms & Gardner, 2010); cognitive or thinking style (Bornman, Alant, & Du Preez, 2009;Taylor & Clarke, 1994;Witkin, 1967); sensorimotor functioning (Mineo Mollica, 2003), world knowledge (Light & Lindsay, 1991); symbol experience (Stephenson & Linfoot, 1996); and language competence (Barton et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Iconicity of Picture Communication Symbols for Children with English Additional Language and Mild Intellectual Disability

Dada

Huguet

Bornman

2013

Augmentative and Alternative Communication

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AcknowledgementsThis manuscript is based on the master's dissertation completed by the second author with the first author as supervisor and the third author as co-supervisor. The authors wish to thank Dr. Jennifer Stephenson for her editorial assistance on this manuscript. Declaration of InterestThe authors report no conflict of interest. The authors alone are responsible for the content and writing of this paper.Correspondence concerning this manuscript should be addressed to Alice Huguet, 3 Rue Philis de la Charce, 38000, Grenoble, France, Tel : 0033 6 01 21 37 57; alicehuguet19@gmail.com. AbstractThe purpose of this study was to examine the iconicity of 16 Picture Communication

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“…Noteworthy aspects of emergent literacy development occur during the preschool years (Justice & Pullen, 2003). The importance of these years is underscored in that the development of emergent literacy skills is predictive of future reading and writing success (IRA & NAEYC, 1998;Justice & Kaderavek, 2004;Justice & Pullen, 2003;Pierce & McWilliam, 1993;Snow, Burns, & Griffen, 1998).…”

Section: Introductionmentioning

confidence: 99%

Comparison of Fixed and Gradual Array When Teaching Sound-Letter Correspondence to Two Children with Autism who Use AAC

Johnston

Buchanan

Davenport

2009

Augmentative and Alternative Communication

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The purpose of this study was to compare two conditions for teaching two children with autism (ages 4;10 and 5;4) who used Augmentative and Alternative Communication (AAC) to point to the printed letter that corresponded to the spoken letter sounds of /t/ and /m/. In one condition (gradual array), the printed letter was first presented in isolation and then distracter letters were gradually introduced. In the other condition (fixed array), the printed letter was immediately presented in combination with seven distracter letters. Using an alternating treatment design, results revealed that the fixed array condition resulted in a faster rate of acquisition of target skills for both participants. Implications and directions for future research are discussed.

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Emerging literacy and children with severe speech and physical impairments (SSPI)

Cited by 35 publications

References 0 publications

Using Microsoft® PowerPoint™ to Support Emergent Literacy Skill Development for Young Children At-Risk or Who Have Disabilities

Using Microsoft® PowerPoint™ to Support Emergent Literacy Skill Development for Young Children At-Risk or Who Have Disabilities

The Iconicity of Picture Communication Symbols for Children with English Additional Language and Mild Intellectual Disability

Comparison of Fixed and Gradual Array When Teaching Sound-Letter Correspondence to Two Children with Autism who Use AAC

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