Adapted literacy instruction for children who use augmentative and alternative communication
A new study from the Department of Communication Sciences and Disorders found that adapted literacy instruction for children using augmentative and alternative communication can lead to the development of early literacy skills necessary to read and communicate more broadly.
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Speech, Language and Hearing Clinic
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A new study from an interdisciplinary team of researchers, led by Jessica Caron, associate professor of communication sciences and disorders at Penn State, examined the effectiveness of adapted literacy instruction for a child with cerebral palsy who uses a high-tech eye-gaze augmentative and alternative communication (AAC) device to communicate. Their findings suggest that people with movement and language difficulties may be able to learn far more literacy skills than previously thought.
