Additional Resources on the Literacy Curriculum

Adams, M. J. (1990). Beginning to read. Cambridge, MA: MIT Press.

Bedrosian, J., Lasker, J., Speidel, K., & Politsch, A. (2003). Enhancing the written narrative skills of an AAC student with autism: Evidence-based research issues. Topics in Language Disorders, 2, 305-324.

Berninger, V. W., & Gans, B. M. (1986). Language profiles in nonspeaking individuals of normal intelligence with severe cerebral palsy. Augmentative and Alternative Communication, 2, 45-50.

Beukelman, D. & Mirenda, P. (2005). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Baltimore, MD: Paul H. Brookes Publishing Co.

Bishop, D. V. (1985). Spelling ability in congenital dysarthria: Evidence against articulatory coding in translating between phonemes and graphemes. Cognitive Neuropsychology, 2, 229–251.

Bishop, D. V., & Robson, J. (1989). Accurate non-word spelling despite congenital inability to speak: phoneme-grapheme conversion does not require subvocal articulation. British Journal of Psychology, 80, 1-13.

Blischak, D.M. (1995). Thomas the writer: Case study of a child with severe physical, speech and visual impairments. Language, Speech, and Hearing Services in Schools, 26, 11-20.

Blischak, D.M. & Schlosser, R.W. (2003). Use of technology to support independent spelling by students with autism. Topics in Language Disorders, 23, 293-304.

Blischak, D.M., Shah, S.D., Lombardino, L.J., & Chiarella, K. (2004). Effects of phonemic awareness instruction on the encoding skills of children with severe speech impairment. Disability and Rehabilitation, 26, 1295-1304.

Browder, D. M., Courtade-Little, G., Wakeman, S., & Rickelman, R. J. (2006). From sight words to emerging literacy. In D. M. Browder & F. Spooner (Eds.) Teaching language arts, math, and science to students with significant cognitive disabilities. (pp. 63-91). Baltimore, MD: Brookes Publishing Company.

Browder, D. M., Wakeman, S., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408.

Browning, N. (2002). Literacy of children with physical disabilities: A literature review. The Canadian Journal of Occupational Therapy, 69, 176-182.

Card, R. & Dodd, B. (2006) The phonological awareness abilities of children with cerebral palsy who do not speak. Augmentative and Alternative Communication, 22, 149-159.

Carnine, D. W., Silbert, J., Kameenui, E., & Tarver, S. G. (1997). Direct instruction reading. Upper Saddle River, NJ: Prentice Hall.

Coleman-Martin, M. B., Heller, K. W., Cihak, D. F., & Irvine, K. L. (2005). Using computer-assisted instruction and the nonverbal reading approach to teach word identification. Focus on Autism and Other Developmental Disabilities, 20, 80-90.

Copeland, S.R. (2007) Reading comprehension. In S.R. Copeland & E.B. Keefe (Eds.) Effective literacy instruction for students with moderate or severe disabilities. (pp. 79-94). Baltimore, MD: Brookes Publishing Company.

Dahlgren Sandberg, A.D. (2006). Reading and spelling abilities in children with severe speech impairments and cerebral palsy at 6, 9, and 12 years of age in relation to cognitive development: A longitudinal study. Developmental Medicine and Child Neurology, 48, 629 –634.

DeCoste, D.C. (1997). The role of literacy in augmentative and alternative communication. In S.L. Glennen, & D.C. DeCoste (Eds). The handbook of augmentative and alternative communication (pp. 414-444). San Diego, CA: Singular Publishing Group.

Deshler, D.D., Schumaker, J.B., Lenz, B.K., Bulgren, J.A., Hock, M.F., Knight, J., & Ehren, B.J. (2001). Ensuring content-area learning by secondary students with learning disabilities. Learning Disabilities Research and Practice, 16, 96-108.

Erickson, K. (2003). Reading comprehension in AAC. The ASHA Leader, 8(12), 6-9.

Erickson, K. & Koppenhaver, D. (1995). Developing a literacy program for children with severe disabilities. The Reading Teacher, 48, 676-684.

Erickson, K. A., Koppenhaver, D. A., Yoder, D. E., & Nance, J. (1997). Integrated communication and literacy instruction for a child with multiple disabilities. Focus on Autism and Other Developmental Disabilities, 12(3), 142-150.

Fallon, K.A., Light, J., McNaughton, D., Drager, K., & Hammer, C. (2004). The effects of direct instruction on the single-word reading Skills of children who require augmentative and alternative communication. Journal of Speech Language Hearing Research, 47, 1424-1439.

Foley, B. E. (1993). The development of literacy in individuals with severe congenital speech and motor impairments. Topics in Language Disorders, 13(2), 16-32.

Foley, B. E., & Pollatsek, A. (1999). Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. AAC: Augmentative and Alternative Communication, 15, 156-173.

Foley, B. E., & Staples, A. H. (2003). Developing augmentative and alternative communication (AAC) and literacy interventions in a supported employment setting. Topics in Language Disorders, 23, 325-343.

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Graves, D. H. (2003). Writing: teachers and children at work. Portsmouth, NH: Heinemann.

Harrison-Harris, O. (2002). AAC, literacy, and bilingualism. ASHA Leader, 7(20).

Hart, P., Scherz, J., Apel, K., & Hodson, B. (2007). Analysis of spelling error patterns of individuals with complex communication needs and physical impairments, Augmentative and Alternative Communication, 23, 16 – 29.

Heller, K. W., Fredrick, L. D., Tumlin, J., & Brineman, D. G. (2002). Teaching decoding for generalization using the nonverbal reading approach. Journal of Developmental and Physical Disabilities, 14, 19-35.

Iacono, T. A. (2004). Accessible reading intervention: A work in progress. Augmentative and Alternative Communication, 20, 179-190.

Kelford-Smith, A., Thurston, S., Light, J., Parnes, P., & O'Keefe, B. (1989). The form and use of written communication produced by physically disabled individuals using microcomputers. Augmentative and Alternative Communication, 5, 115-124.

Kent-Walsh, J., Light, J., & McNaughton, D. (2008). The effects of paraprofessional training on the communicative turns of students who use AAC during story reading interactions. Manuscript submitted for publication.

Koppenhaver, D. A., Evans, D. A., & Yoder, D. E. (1991). Childhood reading and writing experiences of literate adults with severe speech and motor impairments. Augmentative and Alternative Communication, 7, 20-33.

Koppenhaver, D. A., & Erickson, K. A. (2003). Natural emergent literacy supports for preschoolers with autism and severe communication impairments. Topics in Language Disorders, 23, 283-292.

Koppenhaver, D. A., & Yoder, D. E. (1992). Literacy issues in persons with severe speech and physical impairments. Issues and Research in Special Education, 2, 156–201.

Light, J. (1997). "Let's go star fishing": Reflections on the contexts of language learning for children who use aided AAC. Augmentative and Alternative Communication, 13, 158-171.

Light, J., Binger, C., & Kelford-Smith, A. (1994). Story reading interactions between preschoolers who use AAC and their mothers. Augmentative and Alternative Communication, 10, 255-268.

Light, J., & Kelford-Smith, A. (1993). Home literacy experiences of preschoolers who use AAC systems and of their nondisabled peers. Augmentative and Alternative Communication, 9, 10-25.

Light, J., & McNaughton, D. (1993). Literacy and augmentative and alternative communication (AAC): The expectations and priorities of parents and teachers. Topics in Language Disorders, 13(2), 33-46.

Light, J. & McNaughton, D. (2006). Maximizing the literacy skills of individuals who require AAC. Free webcast available at http://mcn.ed.psu.edu/dbm/Light_Reading/index.htm

Light, J. & McNaughton, D. (2007). Evidence-based literacy intervention for individuals who require AAC. Seminar presented at the annual convention of the American Speech Language Hearing Association, Boston, MA.

Light, J. and McNaughton, D. (2008). Literacy and AAC. Website at http://aacliteracy.psu.edu

Light, J. & McNaughton, D. (2009). Meeting the demands of the curriculum for conventional and advanced readers and writers who require AAC. In G. Soto & C. Zangari (Eds.), Practically speaking: Language, literacy, and academic development for students with AAC needs. Baltimore, MD: Brookes Publishing Co.

Light, J., McNaughton, D., Weyer, M., & Karg, L. (2008). Evidence-based literacy instruction for individuals who require augmentative and alternative communication: A case study of a student with multiple disabilities. Seminars in Speech and Language, 29, 120-32.

Lund, S. K., & Light, J. (2006). Long-term outcomes for individuals who use augmentative and alternative communication: Part I--what is a "good" outcome? Augmentative and Alternative Communication, 22, 284-299.

McNaughton, D., Light, J., & Arnold, K.B. (2002). "Getting your 'wheel' in the door": The successful full-time employment experiences of individuals with cerebral palsy who use augmentative and alternative communication. Augmentative and Alternative Communication, 18, 59-76.

McNaughton, D., & Tawney, J. (1992). Spelling instruction for adults who use augmentative and alternative communication. Augmentative and Alternative Communication, 9, 72-82.

Millar, D.C. & Light, J. (2001). Exemplary practices in writing instruction for young children who use augmentative and alternative communication. Grant report to the US Department of Education (ERIC Document Reproduction Service No. ED463614).

Millar, D.C., Light, J., & McNaughton, D. (2004) The Effect of Direct Instruction and Writer’s Workshop on the Early Writing Skills of Children Who Use Augmentative and Alternative Communication. Augmentative and Alternative Communication, 20, 164-178.

Mirenda, P. (2003). "He's not really a reader...": Perspectives on supporting literacy development in individuals with autism. Topics in Language Disorders, 23, 271-282.

National Reading Panel (NRP) (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office, National Institute of Child Health and Human Development.

Pressley, M. (2002). Comprehension strategies instruction: A turn-of-the-century status report. In M. Pressley & C.C. Block (Eds.), Comprehension instruction (pp. 11-27). New York: Guilford.

Rosa-Lugo, L. I., & Kent-Walsh, J. (2008). Effects of parent instruction on communicative turns of Latino children using AAC during storybook reading. Communication Disorders Quarterly, 39, 49-61.

Smith, M. M. (2005). Literacy and augmentative and alternative communication. Burlington, MA: Elsevier Academic Press.

Smith, M. M., & Blischak, D. M. (1997). Literacy. In L. L. Lloyd, D. R. Fuller, & H. H. Arvidson (Eds.), Augmentative and alternative communication: A handbook of principles and practices (pp. 414–444). Boston: Allyn & Bacon.

Soto, G., & Hartmann, E. (2006). Analysis of narratives produced by four children who use augmentative and alternative communication. Journal of Communication Disorders, 39, 456-480.

Soto, G., Hartmann, E., & Wilkins, D. P. (2006). Exploring the elements of narrative that emerge in the interactions between an 8-year-old child who uses an AAC device and her teacher. Augmentative and Alternative Communication, 22, 231-241.

Sturm, J., Beukelman, D., & Mirenda, P. (2005). Literacy development of children who use AAC. In D. Beukelman & P. Mirenda (Eds.). Augmentative and alternative communication: Supporting children and adults with complex communication needs. (pp. 351-390) Baltimore, MD: Paul H. Brookes Publishing Co.

Sturm, J. M., & Clendon, S. A. (2004). Augmentative and alternative communication, language, and literacy: Fostering the relationship. Topics in Language Disorders, 24, 76-91.

Sturm, J. M., Spadorcia, S. A., Cunningham, J. W., Cali, K. S., Staples, A., Erickson, K., et al. (2006). What happens to reading between first and third grade? Implications for students who use AAC. Augmentative and Alternative Communication, 22, 21-36.

Tierney, R. & Cunningham, J. (1984). Research on reading comprehension. In P. Pearson (Ed.). Handbook of reading research. New York: Longman.

Vandervelden, M., & Siegel, L. (1999). Phonological processing and literacy in AAC users and students with motor speech impairments. Augmentative and Alternative Communication, 15, 191-211.

Williams, B. (2000). More than an exception to the rule. In M. Fried-Oken & H.A. Bersani, Jr. (Eds.), Speaking up & spelling it out (pp. 246 - 254). Baltimore: Brookes Publishing Co.

Compiled 12/1/2008

This literacy curriculum was developed and evaluated through a research grant (#H133E030018) funded by the National Institute on Disability and Rehabilitation Research (NIDRR) as part of the AAC-RERC. The contents do not necessarily represent the policy of NIDRR.