All Handout

Literacy Research • Dr. Janice Light and Dr. David McNaughton, Pennsylvania State University • AAC-RERC - http://www.aac-rerc.com • R1-A: Literacy Support Technologies for AAC Users • Multiple baseline across participants investigating the effects of adapted instruction on the literacy skills of individuals who use AAC – 9 participants (3 to 54 years old) Lori Geist, MS, CCC-SLP Manager, Educational Content and Symbols

ASHA Convention 2008

• Case examples posted on the AAC-RERC website to illustrate intervention and outcomes 2

Literacy Research Recommendations

Literacy Research Recommendations

• • • • •

• Provide direct, explicit instruction in basic skills

Read interesting texts to the student Build language skills Phonological awareness skills Letter-sound correspondences Early reading skills

• Model the skill for the student • Prompt the student • Provide guided practice, helping the student do the skill

• Check the student’s performance

• Decoding skills • Shared reading

• Provide opportunities for independent practice

• Provide feedback

• Early writing skills (Light, J., McNaughton, D., 2006; National Reading Panel, 2000)

(Light, J., McNaughton, D., 2006)

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Literacy Research Recommendations

ALL Intervention

• Feedback

• Format for instructional materials:

• If student performs skill correctly

• Paper-based version • Software version

• Instructor provides positive feedback

• If student is incorrect • Instructor directs student’s attention to error • Models the correct response • Provides guided practice for student to ensure success • Provides additional opportunities for independent practice

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(Light, J., McNaughton, D., 2007)

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ALL Intervention (cont) • Paper-based Version

ALL Intervention (cont) • Targeted skills: • Phonological awareness skill of sound blending • Phonological awareness skill of phoneme segmentation • Letter-sound correspondences • Single word decoding • Application of decoding in shared reading • Recognition of sight words • Reading simple texts

• Set of 7 binders • Instructors manual • • • • • • •

Sound Blending Phoneme Segmentation Letter-Sound Correspondence Decoding 3-Letter Words Decoding 4-Letter Words Sight Words Shared Reading

• Teacher takes select binders for each instructional session. • Manually records student progress

(Light, J., McNaughton, D., 2006)

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ALL Intervention (cont)

Sound blending • Goal:

• Introduce the task • Model the task for the student • Provide guided practice

• The student will listen to the phonemes /d o g/ with each phoneme extended 1-2 seconds, blend them to determine the word (dog), and then point to the picture dog.

• Complete the task with the student

• Provide independent practice

• Task:

• If correct, confirm and provide encouragement • If incorrect, implement correction procedures

• Present four pictures to the student and label them • dog, jog, doll, dig

• Model the correct answer • Prompt the student • Re-check

• Instructional techniques are consistent across all skills. 9

(Light, J., McNaughton, D., 2006)

Sample Data Collection - Sound Blending

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• Say the phonemes /d o g/ orally with each phoneme extended 1-2 seconds. • The student blends the phonemes and points to the picture for dog. (Light, J., McNaughton, D., 2006)

Phoneme Segmentation • Goal: • The student will match the phoneme /b/ to the picture that starts with /b/

• Task: • Present four pictures to the student and label them • bus, wet, lip, and cat • Say the target phoneme /b/ and show the letter b. • The student points to the picture that starts with /b/ • bus

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(Light, J., McNaughton, D., 2006)

Letter-sound correspondences

Letter-sound correspondences

• Goal: • The student will match the target phoneme presented orally to the correct letter.

• Task: • Present 4 letters to the learner; Do not say the letter names or sounds. • Say the target phoneme /b/ • The student points to the letter that goes with the target phoneme

Plates to support introducing letter-sound correspondences

(Light, J., McNaughton, D., 2006)

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Letter-sound correspondences

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Single word decoding

• Teach lower case letters first • Teach letters that are used most frequently first • a m t s i f d r o g l h u c b n k v e w j p y (Carnine et al., 1997)

• Goal • The student will decode the written word pop and point to the picture of pop

• Task • Present 4 pictures and label them • pot, mop, pop, pup

• Teach letters that are dissimilar first • Teach short vowels before long vowels • Teach blends once most single letter-sound correspondences are mastered (Light, J., McNaughton, D., 2006)

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Decoding in shared reading

• Present the written word pop • The student must read the word and point to the picture of pop

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(Light, J., McNaughton, D., 2006)

Shared reading sample books story

• Goal • The student will use his decoding skills to read written words during shared reading.

• Task • Highlight the target word in the book. • Read the sentence out loud tracking with finger • Pause at the target word.

Jackie Saves the Game

communication board

• The (pause) …

• Student must read the word and point to the pictures of dog and lap. 17

(Light, J., McNaughton, D., 2006)

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Accessible Literacy Learning (ALL)

Research-based practice • Students who require AAC can acquire literacy skills when provided with effective instruction to teach

• What are the skills a learner needs to start using ALL? • • • • • •

• • • • •

Understand basic questions and instructions Understand conversation about events outside the immediate environment Recognize pictures / line drawings Communicate using signs, line drawings, or other graphic symbols Demonstrate an interest in text (books, letters, and/ or the keyboard), but are not yet able to read simple books or other texts Have a reliable means to indicate a response (e.g., direct selection with a finger or fist, selection with a head /chin pointer or light pointer, eye pointing, scanning, listener-assisted scanning).

Phonological awareness skills Letter sound correspondences Decoding skills Shared reading activities Writing skills

• The ALL curriculum provides detailed guidance and materials for planning and implementing researchbased literacy instruction for phonological awareness skills, letter sound correspondences, decoding skills and shared reading opportunities. (Light, J., McNaughton, D., 2006)

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Additional Resources • Light, J., McNaughton, D. (2006). Maximizing the Literacy Skills of Individuals Who Require AAC, The AAC-RERC Webcast Series.

• http://aacliteracy.psu.edu/Home.html • www.aac-rerc.org • www.mayer-johnson.com • www.dynavoxtech.com • [email protected] 21