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ERIC Number: EJ896148
Record Type: Journal
Publication Date: 2010-May
Pages: 11
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0033-3085
Vocabulary Use during Storybook Reading: Implications for Children with Augmentative and Alternative Communication Needs
Da Fonte, M. Alexandra; Pufpaff, Lisa A.; Taber-Doughty, Teresa
Psychology in the Schools, v47 n5 p514-524 May 2010
Storybook-reading interactions are a critical component of emergent literacy, contributing to later development of conventional literacy skills. Children with augmentative and alternative communication (AAC) needs must be provided with appropriate vocabulary to actively participate in storybook interactions in a manner similar to that of their typically developing peers. This study examined vocabulary used by typically developing kindergartners while being read a storybook. Words used by the kindergartners were compared to vocabulary on premade, commercially available storybook communication displays marketed for individuals with AAC needs. Results revealed that vocabulary on commercially available communication displays did not include the words used most frequently by the kindergartners. Results suggest that practitioners who use commercially available communication displays may need to modify the materials to provide children with AAC needs sufficient vocabulary to enhance their participation during storybook-reading interactions. (Contains 2 tables.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A