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Exemplary Practices in Writing Instruction for Young Children Who Use Augmentative and Alternative Communication.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Millar, Diane C. |
| Copyright Year | 2001 |
| Abstract | Two single subject multiple probes across subjects research studies were conducted to evaluate the effectiveness of two instructional writing programs. The objective of the first study was to determine the effect of an instructional program on the selection of initial letters of words by 3 children with developmental disabilities (ages 7-10) who used augmentative and alternative communication (AAC) . The writing instructional program included direct instruction in letter-sound correspondence and selection of initial letters of words, and a writing workshop-type of activity to provide instruction in writing tasks. Two of the 3 children were successful in the acquisition of the target skill, maintained use of the skill at least 1 month following instruction, and demonstrated some generalization. The goal of the second study was to determine the effect of an instructional program on the selection of final letters of words by 2 children with developmental disabilities (age 10) who used AAC and who had mastered the selection of initial letters of words. The instructional program included direct instruction in the selection of final letters, a review of the selection of initial letters, and a writing workshop-type of activity. Both participants were successful in acquiring the target skill. Appended are the following items from Study 1 and Study 2, respectively: Organization of words for Instructional Stimuli and Probes; The Instructional Program--Initial Letter; and Sample Data for Selection of Initial Letter in a Writing Task. (Contains 57 references.) (Author/CR) Reproductions supplied by EDRS are the best that can be made from the original document. EXEMPLARY PRACTICES IN WRITING INSTRUCTION FOR YOUNG CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION Student-Initiated Research Grant # H324B990070-99 (CFDA Number 84.32B) Submitted to: U.S. Department of Education Office of Special Education and Rehabilitation Services October, 2001 Student Investigator: A ID lane C. Millar, M.S. Department of Communication Disorders 110 Moore Building The Pennsylvania State University University Park, PA 16802 e-mail: DCM144@psu.edu Principal Investigator: Department of Communication Disorders 110 Moore Building The Pennsylvania State University University Park, PA 16802 e-mail: JCL4@psu.edu BEST COPY AVAILABLE 2 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDU ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. The Effect of an Instructional Program on the Early Writing Skills of Children Who Use Augmentative and Alternative Communication ABSTRACT Two single subject multiple probe across subjects research studies were conducted to evaluate the effectiveness of two writing instructional programs. The objective of the first study was to determine the effect of an instructional program on the selection of initial letters of words by three children with developmental disabilities (ages 7 to 10) who used AAC. The writing instructional program included direct instruction in letter-sound correspondence and selection of initial letters (i.e., s, d, c, f, b) of words, and a writing workshop-type of activity to provide instruction in writing tasks. Two of the three children were successful in the acquisition of the target skill, maintained use of the skill at least one month following instruction, and demonstrated some generalization of the skill to less structured tasks. The goal of the second study was to determine the effect of an instructional program on the selection of final letters (i.e., p, n, r, 1, d) of words by two children with developmentalTwo single subject multiple probe across subjects research studies were conducted to evaluate the effectiveness of two writing instructional programs. The objective of the first study was to determine the effect of an instructional program on the selection of initial letters of words by three children with developmental disabilities (ages 7 to 10) who used AAC. The writing instructional program included direct instruction in letter-sound correspondence and selection of initial letters (i.e., s, d, c, f, b) of words, and a writing workshop-type of activity to provide instruction in writing tasks. Two of the three children were successful in the acquisition of the target skill, maintained use of the skill at least one month following instruction, and demonstrated some generalization of the skill to less structured tasks. The goal of the second study was to determine the effect of an instructional program on the selection of final letters (i.e., p, n, r, 1, d) of words by two children with developmental disabilities (age 10) who used AAC and who had mastered the selection of initial letters of words. The instructional program included direct instruction in the selection of final letters, a review of the selection of initial letters, and a writing workshop-type of activity. Both participants were successful in acquiring the target skill, maintaining skill use at least one month following instruction, and partially generalizing the skill to less structured tasks. The results of the studies suggest that through an instructional program that combines a direct instruction approach and a whole language approach, children who use AAC may be able to develop phonemic awareness skills and apply those skills to writing tasks. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED463614.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
