Journal of Speech, Language, and Hearing Research Vol.47 1424-1439 December 2004. doi:10.1044/1092-4388(2004/106)
© American Speech-Language-Hearing Association
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The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication

Karen A. Fallon 1
Janice Light 2
David McNaughton 2
Kathryn Drager 2

Carol Hammer 2
1 Indiana University of Pennsylvania
2 The Pennsylvania State University, University Park

kfallon{at}iup.edu

Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corresponding pictures. Three of the 5 participants demonstrated generalization of reading skills to novel-word reading, and 4 of the 5 generalized reading skills to book contexts. Implications and directions for future research are discussed.

KEY WORDS: augmentative and alternative communication, children, literacy, direct instruction, reading

Submitted on May 19, 2003
Revised on October 7, 2003
Accepted on May 6, 2004


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