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International Journal of Special Education, v24 n3 p1-20 2009

Ten cerebral palsied adolescents and young adults with complex communicative needs who use augmentative and alternative communication were studied. They were classified according to their high versus low working memory capacity and according to their high versus low phonological skills into two groups of participants. These groups were compared on their performance in reading tests--an orthographic knowledge test, a word test and a pseudoword reading test- and in the spelling of words, pseudowords and pictures' names. Statistical differences were found between high vs. low phonological skills groups, and between high and low working memory groups. High working memory capacity group scored significantly higher than low working memory group in the orthographic and word reading tests. The high phonological skills group outperformed the low phonological skills group in the word reading test and in the spelling of pseudowords and pictures' names. From a descriptive point of view, phonological skills and working memory, factors known to be highly predictive of literacy skills in people without disabilities, also hold as important variables for the participants in our study. Implications of the results are discussed. (Contains 7 tables and 2 figures.)

Descriptors: Spelling, Augmentative and Alternative Communication, Phonology, Reading Tests, Phonological Awareness, Cerebral Palsy, Young Adults, Program Effectiveness, Short Term Memory, Literacy, Adolescents, Classification, Predictor Variables

International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com

Autor: Taibo, Maria Luisa Gomez; Iglesias, Pilar Vieiro; Mendez, Maria Sotillo; del Salvador, Maria Gonzalez Raposo

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3745&id=EJ877869

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