Title

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

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