Reading-related phonological processing interventions for individuals who use augmentative and alternative communication (AAC): A systematic review of the research

The purpose of this investigation was to conduct a systematic review to determine the effectiveness of reading-related phonological processing interventions designed to meet the needs of individuals with complex communication needs (CCN) who require augmentative and alternative communication (AAC). An extensive review of the literature published from 1980 to June of 2018 that included intervention on readingrelated phonological processing skills including phonological awareness (e.g., rhyming, segmentation, blending), letter-sound correspondences, and single-word decoding was conducted using a variety of electronic and table of contents searches. A total of 22 intervention studies (24 experiments) involving 93 individuals met criteria for inclusion and were advanced to the full coding and analysis phase of the investigation. Descriptive analysis and effect size estimations using Tau-U (Parker, Vannest, Davis, & Sauber, 2011) were conducted. Results reveal that individuals who use AAC across a wide range of disabilities and ages can learn phonological processing skills for reading. Studies utilized interventions that were modeled after the Accessible Literacy Learning (ALL) curriculum (Light & McNaughton, 2009), the Early Reading Skills Builder (ERSB; Ahlgrim-Delzell et al., 2016), the Nonverbal Reading Approach (NRA; Swinehart-Jones & Heller, 2009), storybook reading with focus on readingrelated phonological processing skills, combinations of storybook reading with other approaches, and other approaches.https://engagedscholarship.csuohio.edu/u_poster_2018/1054/thumbnail.jp

Reading-related phonological processing interventions for individuals who use augmentative and alternative communication (AAC): A systematic review of the research

The purpose of this investigation was to conduct a systematic review to determine the effectiveness of reading-related phonological processing interventions designed to meet the needs of individuals with complex communication needs (CCN) who require augmentative and alternative communication (AAC). An extensive review of the literature published from 1980 to June of 2018 that included intervention on readingrelated phonological processing skills including phonological awareness (e.g., rhyming, segmentation, blending), letter-sound correspondences, and single-word decoding was conducted using a variety of electronic and table of contents searches. A total of 22 intervention studies (24 experiments) involving 93 individuals met criteria for inclusion and were advanced to the full coding and analysis phase of the investigation. Descriptive analysis and effect size estimations using Tau-U (Parker, Vannest, Davis, & Sauber, 2011) were conducted. Results reveal that individuals who use AAC across a wide range of disabilities and ages can learn phonological processing skills for reading. Studies utilized interventions that were modeled after the Accessible Literacy Learning (ALL) curriculum (Light & McNaughton, 2009), the Early Reading Skills Builder (ERSB; Ahlgrim-Delzell et al., 2016), the Nonverbal Reading Approach (NRA; Swinehart-Jones & Heller, 2009), storybook reading with focus on readingrelated phonological processing skills, combinations of storybook reading with other approaches, and other approaches.https://engagedscholarship.csuohio.edu/u_poster_2018/1054/thumbnail.jp