This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Trudeau, N. Articles by Woelk, E. J. Search for Related Content Social Bookmarking                   What's this?

Using augmentative and alternative communication approaches to promote participation of preschoolers during book reading: a pilot study

Centre de recherche de l'Hôpital Sainte-Justine, Montré al, Canada and École d'orthophonie et d'audiologie, Université de Montréal, Montréal, Canada

Patricia L. Cleave

School of Human Communication Disorders, Dalhousie University, Halifax, Canada

Elizabeth J. Woelk

St Joseph's Centre for Ambulatory Health Care, Communication Disorders Program, Hamilton, Canada

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.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?