Using Augmentative and Alternative Communication Approaches to Promote Participation of Preschoolers During Book Reading: a Pilot Study

Using Augmentative and Alternative Communication Approaches to Promote Participation of Preschoolers During Book Reading: a Pilot Study

Using Augmentative and Alternative Communication Approaches to Promote Participation of Preschoolers During Book Reading: a Pilot Study

Using Augmentative and Alternative Communication Approaches to Promote Participation of Preschoolers During Book Reading: a Pilot Studys

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Référence bibliographique [4487]

Trudeau, Natacha, Cleave, Patricia L. et Woelk, Elizabeth J. 2003. «Using Augmentative and Alternative Communication Approaches to Promote Participation of Preschoolers During Book Reading: a Pilot Study ». Child Language Teaching and Therapy, vol. 19, no 2, p. 181-210.

Fiche synthèse

1. Objectifs


Intentions :
« 1. To develop tools to quantify and qualify children’s participation in reading, in group and individual contexts.
2. To explore the reactions of children with different abilities to various adaptations in the context of book reading and the impact that these adaptations could have on participation during book reading.
3. To explore the tendency of parents to implement some of these adaptations at home after seeing them used by a clinician. » (p. 185)

2. Méthode


Échantillon/Matériau :
Four children, from a preschool developmental centre in Halifax Nova Scotia, and their mother

Instruments :
- Adapted books from King-De Baun (1993,1999)
- Online observation checklist for the group context, developed for the present study
- Coding system, inspired by Light and colleagues (1994), developed for the present study

Type de traitement des données :
Analyse statistique

3. Résumé


« Literacy development is important, especially for individuals using augmentative and alternative communication (AAC). Early exposure to reading and writing through joint book reading is important in this development. This article describes a project examining the impact of an interactive book reading programme on four preschool-aged children and their mothers. Two of the children were typically developing and two relied on nonverbal communication means. The program used AAC techniques and adaptations to promote the participation of all children. The children’s participation was examined in the group and during book reading in the home before and after the group programme. » (p. 181)