Literacy and augmentative and alternative communication /
| Основен автор: | Smith, Martine. |
|---|---|
| Формат: | Електронна книга |
| Език: | English |
| Публикувано: |
Amsterdam ; Boston :
Elsevier,
℗♭2005.
|
| Серия: |
Augmentative and alternative communication perspectives series.
|
| Предмети: | |
| Онлайн достъп: |
http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=123416 |
| Подобни документи: |
Print version::
Literacy and augmentative and alternative communication. |
Съдържание:
- Cover
- Acknowledgments
- Contents
- CHAPTER 1 Introduction
- I. Why Aim for Literacy?
- II. Literacy and Severe Speech Impairment
- III. Organization of this Book
- CHAPTER 2 The Process of Reading and Writing
- I. Introduction
- II. Models of Reading and Writing
- A. Ingredients of Literacy
- B. Processes of Fluent Reading
- III. What Does It Mean to Be a Competent Reader-Writer?
- A. The Impact of Phonological Awareness on Literacy
- B. The Impact of Literacy on Phonological Processing
- C. The Influence of Orthography Type on Phonological Processing
- IV. Summary
- CHAPTER 3 Literacy Learning
- I. Introduction
- II. Stage Theories of Literacy Development
- A. Developmental Stages in Reading
- B. Developmental Stages in Spelling
- C. Writing Development
- III. Are Stage Theories Helpful?
- IV. How Do Children Learn to Read and Write?
- A. Partnership of Factors
- B. Language Skills and Reading
- V. Developing the Ingredients
- VI. Summary
- CHAPTER 4 Literacy and Augmentative and Alternative Communication
- I. Introduction
- II. Case Examples
- III. Intrinsic Factors to Consider
- A. Physical Impairment
- B. Sensory/Perceptual Impairment
- C. Communication Difficulties
- D. Cognitive Impairment
- IV. Extrinsic Factors to Consider
- A. Home Environment
- B. School Environment
- V. Ingredients of Literacy for AAC Users
- A. The Learning Context
- B. The Language Context
- C. The Print Context
- VI. Myths Revisited
- A. Myth 1
- B. Myth 2
- VII. Summary
- CHAPTER 5 Assessment Principles
- I. Introduction
- II. General Principles of Assessment
- A. Literacy as an Integration of Skills
- B. The Focus of Assessment
- C. Literacy as a Goal-Driven Activity
- D. Literacy as a Developmental Process
- E. Implications of Assessment Activities
- III. Summary
- CHAPTER 6 The Practicalities of Assessment
- I. Introduction
- II. A Possible Model
- III. Tools and Approaches
- A. Qualitative Approaches
- B. Quantitative Approaches
- IV. Assessment of Language-Related Skills
- A. Vocabulary Knowledge
- B. Comprehension of Syntax
- C. Pragmatic Knowledge
- D. Name Encoding and Name Retrieval
- V. Assessment of Metalinguistic Awareness
- A. Phonological Awareness
- B. Morphological Awareness
- VI. Assessment of Reading Skills
- A. Formal Measures of Reading
- B. Additional Materials Reported
- VII. Spelling and Writing Assessments
- A. Spelling and Writing Tasks
- VIII. Summary and Conclusions
- CHAPTER 7 Principles of Intervention
- I. Introduction
- II. Contexts for Consideration
- A. The Learning Context
- B. The Language Context
- C. The Print Context
- III. General Principles
- A. Defining Good Intervention
- B. The Assessment Bias
- C. Contrasting Developmental and Functional Frameworks
- D. Considering Intrinsic and Extrinsic Factors
- IV. AAC Literacy and Print Literacy
- V.A Framework for Intervention: Participation
- VI. Approaches to Instruction
- VII. Specific Applications
- VIII. Summary and Conclusions
- Chapter 8 Some Practicalities: SCRAWLing a Path to Literacy
- Chapter 9 The Role of Technology
- Chapter 10. Planning the Way Forward.