附註:Includes bibliographical references and indexes.
Cover -- Acknowledgments -- Contents -- CHAPTER 1 Introduction -- I. Why Aim for Literacy? -- II. Literacy and Severe Speech Impairment -- III. Organization of this Book -- CHAPTER 2 The Process of Reading and Writing -- I. Introduction -- II. Models of Reading and Writing -- A. Ingredients of Literacy -- B. Processes of Fluent Reading -- III. What Does It Mean to Be a Competent Reader-Writer? -- A. The Impact of Phonological Awareness on Literacy -- B. The Impact of Literacy on Phonological Processing -- C. The Influence of Orthography Type on Phonological Processing -- IV. Summary -- CHAPTER 3 Literacy Learning -- I. Introduction -- II. Stage Theories of Literacy Development -- A. Developmental Stages in Reading -- B. Developmental Stages in Spelling -- C. Writing Development -- III. Are Stage Theories Helpful? -- IV. How Do Children Learn to Read and Write? -- A. Partnership of Factors -- B. Language Skills and Reading -- V. Developing the Ingredients -- VI. Summary -- CHAPTER 4 Literacy and Augmentative and Alternative Communication -- I. Introduction -- II. Case Examples -- III. Intrinsic Factors to Consider -- A. Physical Impairment -- B. Sensory/Perceptual Impairment -- C. Communication Difficulties -- D. Cognitive Impairment -- IV. Extrinsic Factors to Consider -- A. Home Environment -- B. School Environment -- V. Ingredients of Literacy for AAC Users -- A. The Learning Context -- B. The Language Context -- C. The Print Context -- VI. Myths Revisited -- A. Myth 1 -- B. Myth 2 -- VII. Summary -- CHAPTER 5 Assessment Principles -- I. Introduction -- II. General Principles of Assessment -- A. Literacy as an Integration of Skills -- B. The Focus of Assessment -- C. Literacy as a Goal-Driven Activity -- D. Literacy as a Developmental Process -- E. Implications of Assessment Activities -- III. Summary -- CHAPTER 6 The Practicalities of Assessment -- I. Introduction -- II. A Possible Model -- III. Tools and Approaches -- A. Qualitative Approaches -- B. Quantitat
摘要: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.
