Literacy Instruction for Young Children With Severe Speech and Physical Impairments: A Systematic Review
Document Type
Article
Publication Date
10-2-2017
Department
Curriculum, Instruction, and Special Education
School
Education
Abstract
© 2017 Taylor & Francis. Children with severe speech and physical impairment who use augmentative and alternative communication (AAC) present unique challenges in literacy development. Traditional reading instruction has not met these students’ needs. Occupational therapy and speech therapy provide supports to mediate limitations to literacy instruction. A systematic review of 286 articles identified six reporting improvement in emergent literacy and child participation. These articles are synthesized here, offering instructional strategies including modeling AAC use, adapting materials, subvocal rehearsal of words/phonemes, contextual learning, and differentiated instruction. Recommendations for future research include quality outcome measures, dosing clarification, and participation in motivating social interactions during literacy activities.
Publication Title
Journal of Occupational Therapy, Schools, and Early Intervention
Volume
10
Issue
4
First Page
389
Last Page
407
Recommended Citation
Stauter, D.,
Myers, S.,
Classen, A.
(2017). Literacy Instruction for Young Children With Severe Speech and Physical Impairments: A Systematic Review. Journal of Occupational Therapy, Schools, and Early Intervention, 10(4), 389-407.
Available at: https://aquila.usm.edu/fac_pubs/18418