Children who use augmentative and alternative communication (AAC) need to be accurate spellers to create spontaneous communication;however, they consistently read and spell below age- and grade-level hindering their ability to participate in classroom activities and to become productive members of a literate society. This research study will use a single-subject design to investigate the influence of a computerized artificial subvocal articulation, speech intelligibility, and phonologic-orthographic consistency of target words during spelling tasks in school age-children with cerebral palsy who use AAC.
The specific aims of the proposed research project address the following questions: 1. Does an artificial subvocal articulation (i.e., sounding out specific sounds in the target word) increase accuracy of spelling nonword targets that vary in phonologic-orthographic consistency in children with cerebral palsy who use AAC to communicate [or supplement their speech]? 2. Does speech intelligibility mediate the influence of artificial subvocal articulation in spelling nonwords with varying phonologic-orthographic consistency in children with cerebral palsy who use AAC to communicate [or supplement their speech]? The long-term goal of this line of inquiry is to expand the communication capacity of children who use AAC through increased written language proficiency.
Statement This research study will investigate the influences of a computerized artificial subvocal articulation, speech intelligibility, and phonologic-orthographic consistency of target words during spelling tasks in school age-children with cerebral palsy who use augmentative and alternative communication (AAC). The long-term goal of this line of inquiry is to expand [communication capacity with children with complex communication needs through increased written language proficiency.]
| McCarthy, Jillian H; Hogan, Tiffany P; Beukelman, David R et al. (2015) Influence of computerized sounding out on spelling performance for children who do and do not rely on AAC. Disabil Rehabil Assist Technol 10:221-30 |
| McCarthy, Jillian H; Hogan, Tiffany P; Catts, Hugh W (2012) Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Clin Linguist Phon 26:791-805 |
