Literacy and augmentative and alternative communication:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam
Elsevier
©2005
|
| Schriftenreihe: | Augmentative and alternative communication perspectives series
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Includes bibliographical references and indexes Cover -- Acknowledgments -- Contents -- CHAPTER 1 Introduction -- I. Why Aim for Literacy? -- II. Literacy and Severe Speech Impairment -- III. Organization of this Book -- CHAPTER 2 The Process of Reading and Writing -- I. Introduction -- II. Models of Reading and Writing -- A. Ingredients of Literacy -- B. Processes of Fluent Reading -- III. What Does It Mean to Be a Competent Reader-Writer? -- A. The Impact of Phonological Awareness on Literacy -- B. The Impact of Literacy on Phonological Processing -- C. The Influence of Orthography Type on Phonological Processing -- IV. Summary -- CHAPTER 3 Literacy Learning -- I. Introduction -- II. Stage Theories of Literacy Development -- A. Developmental Stages in Reading -- B. Developmental Stages in Spelling -- C. Writing Development -- III. Are Stage Theories Helpful? -- IV. How Do Children Learn to Read and Write? -- A. Partnership of Factors -- B. Language Skills and Reading -- V. Developing the Ingredients -- VI. Summary -- - CHAPTER 4 Literacy and Augmentative and Alternative Communication -- I. Introduction -- II. Case Examples -- III. Intrinsic Factors to Consider -- A. Physical Impairment -- B. Sensory/Perceptual Impairment -- C. Communication Difficulties -- D. Cognitive Impairment -- IV. Extrinsic Factors to Consider -- A. Home Environment -- B. School Environment -- V. Ingredients of Literacy for AAC Users -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- VI. Myths Revisited -- A. Myth 1 -- B. Myth 2 -- VII. Summary -- CHAPTER 5 Assessment Principles -- I. Introduction -- II. General Principles of Assessment -- A. Literacy as an Integration of Skills -- B. The Focus of Assessment -- C. Literacy as a Goal-Driven Activity -- D. Literacy as a Developmental Process -- E. Implications of Assessment Activities -- III. Summary -- CHAPTER 6 The Practicalities of Assessment -- I. Introduction -- II. A Possible Model -- III. Tools and Approaches -- A. Qualitative Approaches -- - B. Quantitative Approaches -- IV. Assessment of Language-Related Skills -- A. Vocabulary Knowledge -- B. Comprehension of Syntax -- C. Pragmatic Knowledge -- D. Name Encoding and Name Retrieval -- V. Assessment of Metalinguistic Awareness -- A. Phonological Awareness -- B. Morphological Awareness -- VI. Assessment of Reading Skills -- A. Formal Measures of Reading -- B. Additional Materials Reported -- VII. Spelling and Writing Assessments -- A. Spelling and Writing Tasks -- VIII. Summary and Conclusions -- CHAPTER 7 Principles of Intervention -- I. Introduction -- II. Contexts for Consideration -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- III. General Principles -- A. Defining Good Intervention -- B. The Assessment Bias -- C. Contrasting Developmental and Functional Frameworks -- D. Considering Intrinsic and Extrinsic Factors -- IV. AAC Literacy and Print Literacy -- V.A Framework for Intervention: Participation -- VI. Approaches to Instruction -- - VII. Specific Applications -- VIII. Summary and Conclusions -- Chapter 8 Some Practicalities: SCRAWLing a Path to Literacy -- Chapter 9 The Role of Technology -- Chapter 10. Planning the Way Forward |
| Beschreibung: | 1 Online-Ressource (1 volume) |
| ISBN: | 0080478956 0126503591 1417564245 1592784992 9780080478951 9781417564248 9781592784998 |
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| 500 | |a Cover -- Acknowledgments -- Contents -- CHAPTER 1 Introduction -- I. Why Aim for Literacy? -- II. Literacy and Severe Speech Impairment -- III. Organization of this Book -- CHAPTER 2 The Process of Reading and Writing -- I. Introduction -- II. Models of Reading and Writing -- A. Ingredients of Literacy -- B. Processes of Fluent Reading -- III. What Does It Mean to Be a Competent Reader-Writer? -- A. The Impact of Phonological Awareness on Literacy -- B. The Impact of Literacy on Phonological Processing -- C. The Influence of Orthography Type on Phonological Processing -- IV. Summary -- CHAPTER 3 Literacy Learning -- I. Introduction -- II. Stage Theories of Literacy Development -- A. Developmental Stages in Reading -- B. Developmental Stages in Spelling -- C. Writing Development -- III. Are Stage Theories Helpful? -- IV. How Do Children Learn to Read and Write? -- A. Partnership of Factors -- B. Language Skills and Reading -- V. Developing the Ingredients -- VI. Summary -- | ||
| 500 | |a - CHAPTER 4 Literacy and Augmentative and Alternative Communication -- I. Introduction -- II. Case Examples -- III. Intrinsic Factors to Consider -- A. Physical Impairment -- B. Sensory/Perceptual Impairment -- C. Communication Difficulties -- D. Cognitive Impairment -- IV. Extrinsic Factors to Consider -- A. Home Environment -- B. School Environment -- V. Ingredients of Literacy for AAC Users -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- VI. Myths Revisited -- A. Myth 1 -- B. Myth 2 -- VII. Summary -- CHAPTER 5 Assessment Principles -- I. Introduction -- II. General Principles of Assessment -- A. Literacy as an Integration of Skills -- B. The Focus of Assessment -- C. Literacy as a Goal-Driven Activity -- D. Literacy as a Developmental Process -- E. Implications of Assessment Activities -- III. Summary -- CHAPTER 6 The Practicalities of Assessment -- I. Introduction -- II. A Possible Model -- III. Tools and Approaches -- A. Qualitative Approaches -- | ||
| 500 | |a - B. Quantitative Approaches -- IV. Assessment of Language-Related Skills -- A. Vocabulary Knowledge -- B. Comprehension of Syntax -- C. Pragmatic Knowledge -- D. Name Encoding and Name Retrieval -- V. Assessment of Metalinguistic Awareness -- A. Phonological Awareness -- B. Morphological Awareness -- VI. Assessment of Reading Skills -- A. Formal Measures of Reading -- B. Additional Materials Reported -- VII. Spelling and Writing Assessments -- A. Spelling and Writing Tasks -- VIII. Summary and Conclusions -- CHAPTER 7 Principles of Intervention -- I. Introduction -- II. Contexts for Consideration -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- III. General Principles -- A. Defining Good Intervention -- B. The Assessment Bias -- C. Contrasting Developmental and Functional Frameworks -- D. Considering Intrinsic and Extrinsic Factors -- IV. AAC Literacy and Print Literacy -- V.A Framework for Intervention: Participation -- VI. Approaches to Instruction -- | ||
| 500 | |a - VII. Specific Applications -- VIII. Summary and Conclusions -- Chapter 8 Some Practicalities: SCRAWLing a Path to Literacy -- Chapter 9 The Role of Technology -- Chapter 10. Planning the Way Forward | ||
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| 650 | 4 | |a Communication Aids for Disabled | |
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| dewey-full | 371.914246 |
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| id | DE-604.BV043136813 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-10T07:18:34Z |
| institution | BVB |
| isbn | 0080478956 0126503591 1417564245 1592784992 9780080478951 9781417564248 9781592784998 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-028561004 |
| oclc_num | 57229697 |
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| owner_facet | DE-1046 DE-1047 |
| physical | 1 Online-Ressource (1 volume) |
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| series2 | Augmentative and alternative communication perspectives series |
| spelling | Smith, Martine Verfasser aut Literacy and augmentative and alternative communication Martine Smith Amsterdam Elsevier ©2005 1 Online-Ressource (1 volume) txt rdacontent c rdamedia cr rdacarrier Augmentative and alternative communication perspectives series Includes bibliographical references and indexes Cover -- Acknowledgments -- Contents -- CHAPTER 1 Introduction -- I. Why Aim for Literacy? -- II. Literacy and Severe Speech Impairment -- III. Organization of this Book -- CHAPTER 2 The Process of Reading and Writing -- I. Introduction -- II. Models of Reading and Writing -- A. Ingredients of Literacy -- B. Processes of Fluent Reading -- III. What Does It Mean to Be a Competent Reader-Writer? -- A. The Impact of Phonological Awareness on Literacy -- B. The Impact of Literacy on Phonological Processing -- C. The Influence of Orthography Type on Phonological Processing -- IV. Summary -- CHAPTER 3 Literacy Learning -- I. Introduction -- II. Stage Theories of Literacy Development -- A. Developmental Stages in Reading -- B. Developmental Stages in Spelling -- C. Writing Development -- III. Are Stage Theories Helpful? -- IV. How Do Children Learn to Read and Write? -- A. Partnership of Factors -- B. Language Skills and Reading -- V. Developing the Ingredients -- VI. Summary -- - CHAPTER 4 Literacy and Augmentative and Alternative Communication -- I. Introduction -- II. Case Examples -- III. Intrinsic Factors to Consider -- A. Physical Impairment -- B. Sensory/Perceptual Impairment -- C. Communication Difficulties -- D. Cognitive Impairment -- IV. Extrinsic Factors to Consider -- A. Home Environment -- B. School Environment -- V. Ingredients of Literacy for AAC Users -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- VI. Myths Revisited -- A. Myth 1 -- B. Myth 2 -- VII. Summary -- CHAPTER 5 Assessment Principles -- I. Introduction -- II. General Principles of Assessment -- A. Literacy as an Integration of Skills -- B. The Focus of Assessment -- C. Literacy as a Goal-Driven Activity -- D. Literacy as a Developmental Process -- E. Implications of Assessment Activities -- III. Summary -- CHAPTER 6 The Practicalities of Assessment -- I. Introduction -- II. A Possible Model -- III. Tools and Approaches -- A. Qualitative Approaches -- - B. Quantitative Approaches -- IV. Assessment of Language-Related Skills -- A. Vocabulary Knowledge -- B. Comprehension of Syntax -- C. Pragmatic Knowledge -- D. Name Encoding and Name Retrieval -- V. Assessment of Metalinguistic Awareness -- A. Phonological Awareness -- B. Morphological Awareness -- VI. Assessment of Reading Skills -- A. Formal Measures of Reading -- B. Additional Materials Reported -- VII. Spelling and Writing Assessments -- A. Spelling and Writing Tasks -- VIII. Summary and Conclusions -- CHAPTER 7 Principles of Intervention -- I. Introduction -- II. Contexts for Consideration -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- III. General Principles -- A. Defining Good Intervention -- B. The Assessment Bias -- C. Contrasting Developmental and Functional Frameworks -- D. Considering Intrinsic and Extrinsic Factors -- IV. AAC Literacy and Print Literacy -- V.A Framework for Intervention: Participation -- VI. Approaches to Instruction -- - VII. Specific Applications -- VIII. Summary and Conclusions -- Chapter 8 Some Practicalities: SCRAWLing a Path to Literacy -- Chapter 9 The Role of Technology -- Chapter 10. Planning the Way Forward Communication Disorders / rehabilitation Communication Aids for Disabled Disability Evaluation Disabled Persons / rehabilitation Language Arts Communication, Troubles de la / Patients / Éducation Lecture EDUCATION / Special Education / Communicative Disorders bisacsh Erziehung Communicative disorders Patients Education Literacy Study and teaching http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=123416 Aggregator Volltext |
| spellingShingle | Smith, Martine Literacy and augmentative and alternative communication Communication Disorders / rehabilitation Communication Aids for Disabled Disability Evaluation Disabled Persons / rehabilitation Language Arts Communication, Troubles de la / Patients / Éducation Lecture EDUCATION / Special Education / Communicative Disorders bisacsh Erziehung Communicative disorders Patients Education Literacy Study and teaching |
| title | Literacy and augmentative and alternative communication |
| title_auth | Literacy and augmentative and alternative communication |
| title_exact_search | Literacy and augmentative and alternative communication |
| title_full | Literacy and augmentative and alternative communication Martine Smith |
| title_fullStr | Literacy and augmentative and alternative communication Martine Smith |
| title_full_unstemmed | Literacy and augmentative and alternative communication Martine Smith |
| title_short | Literacy and augmentative and alternative communication |
| title_sort | literacy and augmentative and alternative communication |
| topic | Communication Disorders / rehabilitation Communication Aids for Disabled Disability Evaluation Disabled Persons / rehabilitation Language Arts Communication, Troubles de la / Patients / Éducation Lecture EDUCATION / Special Education / Communicative Disorders bisacsh Erziehung Communicative disorders Patients Education Literacy Study and teaching |
| topic_facet | Communication Disorders / rehabilitation Communication Aids for Disabled Disability Evaluation Disabled Persons / rehabilitation Language Arts Communication, Troubles de la / Patients / Éducation Lecture EDUCATION / Special Education / Communicative Disorders Erziehung Communicative disorders Patients Education Literacy Study and teaching |
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| work_keys_str_mv | AT smithmartine literacyandaugmentativeandalternativecommunication |