AAC AND LITERACY

Everyone can reach a level of literacy – even those with the most severe cultural, social or physical barriers. Evidence-based instructional strategies have emerged and the field of AAC has grown to accommodate this. 

Literacy is a combination of reading and writing skills. It develops through reading A LOT and using different types of text in activities that build specific reading skills.  Students who cannot sound out words or read aloud can develop literacy skills through adapted instructional methods.

Essential skills to develop reading and writing

Developing an inner voice for silent reading is an important step for improving  reading comprehension.  Also five skills which help with reading and writing are phonemic awareness (understanding the sounds that make up words), phonics (letter-sound relationships), fluency, vocabulary and comprehension.  (See Reading Comprehension and AAC and Advancing Literacy for AAC Users).

The six dimensions of reading

In learning to read effectively, individuals gain skills across several dimensions of reading:  1) understanding how speech sounds (phonemes) are connected to print; 2) decoding unfamiliar words; 3) reading fluently; 4) gaining background information and vocabulary for better reading comprehension; 5) using strategies to make meaning from print; and 6) being motivated to read.” (Read more about these skills at The Research Foundations of the Start to Finish Library).

Reading material to help the emergent reader progress to conventional reading

The early reader learns best from reading material that is age-appropriate and engaging.  It helps if the reader uses all three types of text daily:  enrichment text that builds a love of reading, transitional text that uses and builds on current skills, and conventional text that challenges the reader to use independent reading skills. (Wondering what enrichment, transitional and conventional text is? Visit our Glossary for their definitions) 

Reading activities

Reading experts point out that in learning to read or in teaching someone to read, it is important every day to use four different approaches:  guided reading, self-selected reading, writing, and working with words. (Learn more about this practice at The Four-Blocks® Framework.)

How to work with students who can not sound out words or read aloud

For students who are nonspeaking or who have physical disabilities which make speech and writing difficult, teachers or parents can use alternative ways to help students work with sounds and letters in adaptive and creative ways. One example is using a computer screen, which would allow students to use sounds and to read aloud by computer in ways that are similar to the ways their peers use speech.  (See Advancing Literacy for AAC Users)

There are also several links to software-based word building and reading programmes on our Literacy Resources page.

The following documents were used in defining AAC and Literacy:

1. Advancing Literacy for AAC Users January 2008 AAC Parent’s Corner, Rose-Marie Gallagher.
2. Reading Comprehension in AAC by Karen Erickson
3. The Research Foundations of the Start to Finish Library Don Johnston Inc., quoting the Office of Elementary and Secondary Education’s Reading Excellence Act (2002)
4. The Four-Blocks® Framework by Patricia Cunningham
5. Word Maker from Don Johnston Inc., quoting research by Patricia Cunningham

Invitation to contribute AAC and Literacy resources

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