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The over-representation of reading and spelling difficulties in children with complex communication needs has been well documented. However, most of the studies reported have indicated that at least some children using augmentative and alternative communication (AAC) can achieve and demonstrate...
Studies addressing the cognitive processes of writing (i.e., planning, translating, reviewing, monitoring) as applied to individuals with complex communication needs were reviewed. Studies meeting inclusion criteria were identified through searching multiple electronic databases and summarized...
The understanding of written or printed text or discourse – depicted either in orthographical, graphic-visual or tactile symbols – calls upon both bottom-up word recognition processes and top-down comprehension processes. Different architectures have been proposed to account for literacy...
Research on reading in augmentative and alternative communication (AAC) is primarily provided for the English language, which has nontransparent orthographic depth and a complex syllable structure. While there is a great deal to learn about English reading in AAC, there is substantially more...
The current study demonstrates the effectiveness of an intervention that addresses both home care and day care for children with intellectual disabilities while also taking the large individual differences between the children into account. The KLIN c Studio intervention was designed to improve...
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