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- Title
Vocabulary use during storybook reading: Implications for children with augmentative and alternative communication needs.
- Authors
Da Fonte, M. Alexandra; Pufpaff, Lisa A.; Taber-Doughty, Teresa
- Abstract
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. © 2010 Wiley Periodicals, Inc.
- Subjects
READING (Kindergarten); CHILDREN with disabilities -- Language; LANGUAGE awareness in children; MEANS of communication for people with disabilities; EMERGENT literacy; READING interests of children
- Publication
Psychology in the Schools, 2010, Vol 47, Issue 5, p514
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.20487