Faculty Publications

What Happens To Reading Between First And Third Grade? Implications For Students Who Use AAC

Document Type

Article

Keywords

Augmentative and alternative communication, Children, Instructional techniques, Literacy

Journal/Book/Conference Title

AAC: Augmentative and Alternative Communication

Volume

22

Issue

1

First Page

21

Last Page

36

Abstract

School-age students who use AAC need access to communication, reading, and writing tools that can support them to actively engage in literacy learning. They also require access to core literacy learning opportunities across grade levels that foster development of conventional literacy skills. The importance of the acquisition of conventional literacy skills for students who use AAC cannot be overemphasized. And yet, one of the critical challenges in supporting the literacy learning of students who use AAC has been a lack of knowledge about literacy curricula and supports to literacy learning for these students. Most students who use AAC do not become conventionally literate and few of those who do achieve literacy skills beyond the second grade level. This article will provide an overview of the most frequent reading instructional activities in first and third grade classrooms. To better understand the foundational experiences important to literacy learning, the results of a survey project that examined the reading activities of general education students and teachers during primary grade instruction are presented, and critical shifts in instruction that occurred between first and third grade are highlighted. The primary instructional focus of core reading activities is also examined, along with adaptations for students who use AAC. © 2006 International Society for Augmentative and Alternative Communication.

Department

Department of Special Education

Original Publication Date

3-1-2006

DOI of published version

10.1080/07434610500243826

Link to Full Text

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