University of Gothenburg, Sweden.
Augment Altern Commun. 2010 Sep;26(3):191-202. doi: 10.3109/07434618.2010.505607.
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 effective literacy skills, highlighting the heterogeneity of this group. This paper presents findings from a cross-linguistic study of 14 Swedish and 14 Irish children with cerebral palsy who use AAC, outlining their performance on a range of phonological awareness, reading, and spelling tasks developed for the purposes of the study. All participants were referred to the study as functioning in the average range of intellectual ability. Of the 28 participants, eight were classified as good readers, on the basis of their success on tasks involving connected text; while 10 presented with single-word reading skills; and 10 were categorized as non-readers. This paper explores the similarities and differences within and across these groups, in terms of associated skills and experiences. While analyses of group data suggests some common abilities and difficulties, exploration of individual profiles highlights the heterogeneity of the participants' profiles, suggesting a need for detailed individual assessment and interventions.
已有大量文献记录表明，在有复杂沟通需求的儿童中，阅读和拼写困难的情况更为常见。然而，大多数报告的研究表明，至少有一些使用辅助和替代性沟通（AAC）的儿童能够达到并展示有效的读写技能，这突出了这一群体的异质性。本文介绍了一项跨语言研究的结果，该研究涉及 14 名瑞典儿童和 14 名爱尔兰脑瘫儿童，他们使用 AAC，概述了他们在为研究目的而开发的一系列语音意识、阅读和拼写任务中的表现。所有参与者均被认为具有平均智力能力范围内的功能。在 28 名参与者中，有 8 名被归类为阅读能力较好的儿童，其依据是他们在涉及连贯文本的任务中的成功表现；而 10 名参与者则表现出单字阅读技能；10 名参与者被归类为不识字者。本文探讨了这些群体内部和群体之间在相关技能和经验方面的相似和不同之处。虽然对群体数据的分析表明存在一些共同的能力和困难，但对个体档案的探讨突出了参与者档案的异质性，表明需要进行详细的个体评估和干预。
