Use of Writing with Symbols 2000 Software to Facilitate Emergent Literacy Development

Parette, Howard P.; Boeckmann, Nichole M.; Hourcade, Jack J.

doi:10.1007/s10643-008-0270-3

Cited by 13 publications

(6 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The tasks in sound blending, letter sound correspondence, phoneme segmentation, sight McArthur-Bates Communicative development Inventory [44]. The entire material is made in the program InPrint and consists of Wigdit symbols [45]. Wigdit symbols are an English symbol layout that was created to support the reading and writing development of children who had difficulty cracking the reading code [46].…”

Section: Design Of the Materialsmentioning

confidence: 99%

Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: A Multiple single-case design with four randomized baselines.

Ulriksen,

Bilet-Mossige,

Moreira

et al. 2023

Preprint

View full text Add to dashboard Cite

Background: Literacy is one of the most important skills students can achieve, as it provides access to information and communication. Unfortunately, literacy skills are not easily acquired, especially for students with intellectual disabilities who require augmentative and alternative communication (AAC). There are many barriers to literacy acquisition, some due to low expectations from parents and teachers, lack of evidence-based reading programs and reading materials adapted for AAC. Barriers as a result of extensive support needs is also a real factor. This trial aims to deliver reading instructions to 40 students with intellectual disabilities who require AAC, and contribute in the debate on how to best support this population through reading instructions to maximizes their reading skills. Methodology: 40 non verbal or minimally verbal students (age 6-14) with intellectual disabilities who require AAC will be part of a reading intervention with a multiple single-case design with four randomized baselines. The intervention period will last for 18 months, and will commence in March 2023. The students will receive the intervention in a one-to-one format, working systematically with a reading material that contains phonological awareness and decoding tasks based on the Accessible Literacy Leaning (ALL) developed by Janice Light and David McNaughton. All the teachers will be trained to deliver the reading intervention. Discussion: The reading material “Lesing for alle” (Reading for all) is based on and follow the strategies behind the research of ALL. The current trial will through a reading intervention contribute to move beyond only teaching sight words and combine several reading component such as sound blending, letter sound correspondence, phoneme segmentation, shared reading, recognition of sight words and decoding. The strategies and methods in use is build on the existing science of reading, especially what has been effective in teaching reading for students with intellectual disabilities who require AAC. There is limited generalizability of prior findings in reading-related phonological processing interventions to different populations of they who use AAC specially outside of USA. More research is needed to understand how programs designed to improve reading skills across other settings, understand the program's long-term effects and to study the effectiveness when delivered by educators who are not speech language therapists or researchers. Trial registration NCT05709405. Registered 23 January 2023,

show abstract

Section: Design Of the Materialsmentioning

confidence: 99%

Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: A Multiple single-case design with four randomized baselines.

Ulriksen,

Bilet-Mossige,

Moreira

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…These findings are in line with the study of . The study of Parette, Boeckmann, and Hourcade (2008) included examples of how to use the word and symbol processing software program 'Writing with Symbols 2000' (WWS 2000) to foster early literacy development. However, the suggested effect of this software program (WWS 2000) on children's early literacy development was not supported by empirical evidence.…”

Section: Other Early Literacy Software Applicationsmentioning

confidence: 99%

“…Verhoeven & Aarnoutse, 1999;Bronkhorst et al, 2009). It is reasonable to expect that the effect of such computer-based training programs on children's vocabulary development increases when the learning of new words relate to a specific context or theme of importance to the children (Parette et al, 2008), because such words connect to children's background knowledge or are embedded in a meaningful network of other words (cf. Verhoeven & Aarnoutse, 1999;Bronkhorst et al, 2009).…”

Section: Computer-based Phonics and Vocabulary Training Programsmentioning

confidence: 99%

“…First, the studies on the PictoPal initiative showed that children who attended at least eight on-computer sessions made significant early literacy learning gains compared to the control group . Second, a significant effect on children's knowledge of the functions of print was found when children's own written products were used in a meaningful way by integrating these products in offecomputer activities such as storytelling experiences and play Parette et al, 2008).…”

Section: Software Applications That Enable Children To 'Read and Write'mentioning

confidence: 99%

See 1 more Smart Citation

Teacher knowledge for using technology to foster early literacy: A literature review

Belo

McKenney

Voogt

et al. 2016

Computers in Human Behavior

View full text Add to dashboard Cite

“…With a focus on established software tools, researchers from two US universities examined the use of graphic symbols for emergent literacy (Parette et al 2008;). Recent and current PhD studies also focus on graphic symbol use though within more developed theoretical frameworks and across the disciplines of teaching and speech and language therapy (Greenstock & Pampoulou 2009) As with the technologies for practice, there is considerable work on technologies to assist learning within Mathematics and Science curriculum areas.…”

Section: Technology Uses To Assist Learningmentioning

confidence: 99%

Emerging issues and current trends in assistive technology use 2007–2010: practising, assisting and enabling learning for all

Abbott

Brown

Evett

et al. 2013

Disability and Rehabilitation: Assistive Technology

View full text Add to dashboard Cite

Following an earlier review in 2007, a further review of the academic literature relating to the uses of assistive technology (AT) by children and young people was completed, covering the period 2007-2011. As in the earlier review, a tripartite taxonomy: technology uses to train or practise, technology uses to assist learning and technology uses to enable learning, was used in order to structure the findings. The key markers for research in this field and during these three years were user involvement, AT on mobile mainstream devices, the visibility of AT, technology for interaction and collaboration, new and developing interfaces and inclusive design principles. The paper concludes by locating these developments within the broader framework of the Digital Divide.

show abstract

Use of Writing with Symbols 2000 Software to Facilitate Emergent Literacy Development

Cited by 13 publications

References 16 publications

Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: A Multiple single-case design with four randomized baselines.

Reading intervention for students with intellectual disabilities without functional speech who require augmentative and alternative communication: A Multiple single-case design with four randomized baselines.

Teacher knowledge for using technology to foster early literacy: A literature review

Emerging issues and current trends in assistive technology use 2007–2010: practising, assisting and enabling learning for all

Contact Info

Product

Resources

About