Literacy Interventions for Students with Physical

Authors: Wendy Machalicek Amanda Sanford Russell Lang Mandy Rispoli Nancy Molfenter Margaret K Mbeseha

Publish Date: 2009/11/27

Volume: 22, Issue: 3, Pages: 219-240

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Abstract

This review evaluates research on literacy interventions for persons with physical and developmental disabilities who use aided augmentative and alternative communication AAC Electronic database searches were completed to identify studies published between 1989 and 2009 Eighteen studies n = 41 participants were identified for inclusion in this review Across studies a variety of instructional strategies were used to teach phonemic awareness phonics vocabulary text comprehension and participation in literacy activities These strategies included direct instruction scaffolding of communicative attempts leasttomost prompting with time delay writing workshop and story mapping The results of these studies indicated that systematic instruction including scaffolding direct instruction and leasttomost prompting with time delay may be the most effective strategies to teach literacy skills to this population These results are discussed in relation to participant characteristics the effectiveness of interventions and the reported social validity of interventions Suggestions for future research are discussed

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