Augmentative and Alternative Communication

2019V - Improving Early Literacy Skills Through Structured Literacy Approaches for Individuals Who Use AAC

ON-DEMAND

Format: 1-Hour Seminar (Virtual)

Audience: Students, Researchers, Related Professionals, Assistants, Early Career Professionals (under 5 years)

Keywords: AAC, Literacy, Collaboration, children

Presenting Author(s)

Jessica Caron, ABD, CCC-SLP

Assistant Professor
Penn State University

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Allison Barwise

Bellevue School District
Leah Brush

Prince George's County Public Schools
Nicole Romano

George Crothers Memorial School
Margaret Lamb

HMS School
Salena Babb

Penn State University

SLPs have specialized knowledge that can be used to provide the necessary help and adaptations for students who use AAC in order to build vital language and literacy skills. Within the scope of practice SLPs can provide direct literacy instruction. Implementing principles of structured literacy approaches can maximize and positively change outcomes of all individuals, including those who use AAC. Structured literacy encompasses lessons that are explicit, systematic, cumulative, and responsive. The purpose of the proposed presentation is to share four case examples of how SLPs are implementing structured literacy. Each case example will describe a brief overview of the project, the ways they addressed components of structure literacy, challenges faced, and successes in implementation.

Learning Objectives:

Define four components to structure literacy lessons
Describe four different ways SLPs can be involved in structure literacy approaches
Discuss three potential opportunities to facilitate structured literacy approaches for individuals who use AAC