Activity Title: Literacy Instruction for Children Who Use AAC
Contributor: Stephanie Asadoorian
Date: 5/8/2008
Short Description: At an ASHA 2007 workshop entitled, Evidence-based Literacy Intervention for Individuals Who Require AAC given by Janice Light and David McNaughton from Penn State University it was discussed how historically, many individuals who require AAC have not had the opportunity to participate in appropriate evidence-based literacy instruction. As a result, many do not have basic literacy skills and many are underachieving compared to typically developing peers. One of the major factors that has contributed to poor literacy outcomes is the lack of appropriate evidence-based instruction adapted to meet the needs of individuals who require AAC. Appropriate instructional content based on recommendations of National Reading Panel (2000) includes: Reading to individuals who require AAC & talking about texts, Phonological awareness skills (Sound blending skills and Phoneme segmentation skills), Knowledge of letter-sound correspondences, Decoding skills, Sight word recognition skills, Reading and understanding books / other texts, and Early writing skills. Adaptations for individuals who require AAC involve: 1. Adapting procedures to accommodate unique needs of individuals who require AAC, 2. Eliminating the need for spoken responses, 3. Providing insight into areas of difficulty to support instructional decisions, and 3. Compensating for lack of oral production /rehearsal

Standards or goals: First Grade English Language Arts Standards from the Newton Public Schools website:
  • acquires and uses new vocabulary
  • identifies the letters of the alphabet in both capital and
    lower case
  • knows letter sounds: single consonants, consonant
    blends and digraphs, long and short vowels
  • uses knowledge of letter sounds and spelling patterns to
    read new words
  • knows words are made up of individual sounds

Instruction in sound blending:
Goal: The student will blend 3 target phonemes presented orally in sequence (with each phoneme extended 1-2 seconds), determine the target word, and then point to the correct AAC symbol for the target word
Task: Present 4 or more AAC symbols & label orally
Say the target word orally with each phoneme extended 1-2 seconds
Student must blend the phonemes and point to the AAC symbol that represents the target word
Links or Resources Needed:

Tips: When creating new documents, be aware that each picture varies by one sound so in the above "cat" file, the pictures represent "cat," "cap," "cut," and "rat" and in the above "pet" file, the pictures represent "pet," "pat," "pen," and "wet." I found it helpful to write on the back of each picture in pencil what each picture represents. Also, I review the pictures with the students before sounding out the word to make sure they understand what each picture represents. You can also keep track of where children have difficulty whether it is with initial phonemes, medial phonemes, or final phonemes (if there is a pattern).

Activity Title: Using books with Single Switch Voice Output Devices
Contributor: Kerry Davis
Date: 5/13/08
Short Description: The following document contains a list of readily available books that contain repetitive lines. Use of repetitive lines assist the single switch user in participating in a more interactive reading experience.

Standards or goals:
*Social Interaction
*Vocabulary Development
Links or Resources Needed: This document is from

Best used with step-by-step, single step device, Go-Talk, or VoicePod. These books are also good to further expand concepts and AAC skills with other devices that have more targets.

[[file:repetivelinebooks.txt]Activity Title: Accessing interactive/text to speech books online and FREEContributor: Kerry DavisDate: 1/15/09Short Description: This is a great website to find a collection of universally designed books that are text to speech with all pictures scanned in as well.Website link: Book launcher or, click on "booklauncher"