000			04200nam a22004458i 4500
001			BRILL9780080478951
003			nllekb
005			20260610105406.0
007			cr un uuuua
008			200716s2003 ne sb 001 0 eng d
020			_a9780080478951 _q(electronic book)
020			_a9780126503593 _q(print)
024	7		_a10.1163/9780080478951 _2DOI
035			_a(OCoLC)57229697
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB3454
072		7	_aCFC _2bicssc
072		7	_aLAN _x010000
082	0	4	_a371.914246 _223
100	1		_aSmith, Martine, _eauthor.
245	1	0	_aLiteracy and Augmentative and Alternative Communication / _cMartine Smith.
264		1	_aLeiden; _aBoston : _bBRILL, _c2003.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aAugmentative and Alternative Communications Perspectives ; _v2
490	1		_aBrill Book Archive Part 1, ISBN: 9789004472495
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction -- The Process of Reading and Writing -- Literacy Learning -- Literacy and AAC -- Assessment Principles -- Practicalities of Assessment -- Principles of Intervention -- The Practicalities Intervention: Scrawling a Path to Literacy -- The Role of Technology -- Planning the Way Forward.
520			_aThe new demands of this "computer and technology age" have focused international attention on literacy levels, on literacy development and literacy disorders. Governments have launched programs to reduce literacy difficulties and support functional literacy for all. In this context, the needs of individuals with severe speech and physical impairments may seem relatively small, and even unimportant. However, for this group of individuals in particular unlocking the literacy code opens up tremendous opportunities, minimizing the disabling effects of their underlying speech and motor impairments, and supporting participation in society. Ironically however, for a group for whom literacy is such an important achievement, current studies suggest that achieving functional literacy skills is particularly challenging.In order to read, individuals with severe speech impairments must access a set of written symbols and decode them to abstract meaning just as anyone else must do. They must convert underlying messages into an alternative external symbol format in order to write. In order to become expert in both of these activities, they must learn at least a certain core of knowledge about how the symbols and messages relate to each other. Just as there are many ways to skin a chicken, there are many possible ways to achieve mastery of reading and writing. Although the essence of the task may remain the same for individuals with congenital speech impairments, they may process the task, or develop task mastery in ways that are quite different from speaking children who have no additional physical impairments. "Literacy and Augmentative and Alternative Communication" focuses on individuals with combined physical and communication impairments, who rely at least some of the time on aided communication. It investigates the range of research and application issues relating to AAC and literacy (primarily reading and writing skills), from the emergent literacy stage up through adulthood use of reading for various vocational and leisure purposes. It provides a balanced view of both the whole language as well as the more analytic approaches to reading instruction necessary for the development of reading skills.
588			_aDescription based on print version record.
650		0	_aCommunicative disorders _xPatients _xEducation.
650		0	_aLiteracy _xStudy and teaching.
776	0	8	_iPrint version: _tLiteracy and Augmentative and Alternative Communication. _dLeiden ; Boston : BRILL, 2003 _z9780126503593 _w(DLC) 2005271157 _w(OCoLC)57237896
830		0	_aAugmentative and Alternative Communications Perspectives ; _v2.
830		0	_aBrill Book Archive Part 1, ISBN: 9789004472495.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9780080478951
999			_c34235 _d34235