Clinical Issues

Supporting the Development of Narrative Skills in Children Who Use AAC

Bibliographic Data

ID12977679
AuthorsGloria Soto (0000-0002-3254-3099, San Francisco State University, corresponding author)
Year2006
Volume13
Issue2
Pages7-11
Publication date2006-07-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePerspectives on Language Learning and Education (JOURNAL)
Journal identifiersISSN: 1940-7742 • E-ISSN: 1940-7750
PublisherAmerican Speech–Language–Hearing Association (PUBLISHER • US)
DOI10.1044/lle13.2.7
OpenAlexW2106273750
LanguageEN
References cited9

No AccessPerspectives on Language Learning and EducationClinical Issues1 Jul 2006Clinical Issues: Supporting the Development of Narrative Skills in Children Who Use AAC Gloria Soto Gloria Soto Department of Special Education and Communication Disorders, San Francisco State UniversitySan Francisco, CA Google Scholar More articles by this author https://doi.org/10.1044/lle13.2.7 SectionsAboutFull TextPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In References Bedrosian, J., Lasker, J., Speidel, K., & Politsch, A. (2003). Enhancing the written narrative skills of an AAC student with autism: Evidence-based issues.Topics in Language Disorders, 24, 305–324. Google Scholar Botting, N. (2002). Narrative as a tool for the assessment of linguistic and pragmatic impairments.Child Language Teaching and Therapy, 18, 1–21. CrossrefGoogle Scholar Capps, L., Losh, M., & Thurber, C. 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Grove (Eds.), Augmentative and alternative communication: Developmental issues (pp. 229–255). London: Whurr. Google Scholar Hayward, D., & Schneider, P. (2000). Effectiveness of teaching story grammar knowledge to preschool children with language impairment: An exploratory study.Child Language teaching and Therapy, 16, 255–284. Google Scholar Jordan, G. E., Snow, C. E., & Porche, M. V. (2000). Project EASE: The effect of a family literacy project on kindergarten students’ early literacy skills.Reading Research Quarterly, 35, 526–546. Google Scholar Labov, W. (1972). The transformation of experience in narrative syntax.In W. Labov (Ed.), Language in the inner city: Studies in the Black English vernacular (pp. 354–396). Philadelphia: University of Pennsylvania Press. Google Scholar Light, J., & Kelford-Smith, A. (1993). Home literacy experiences of preschoolers who use AAC systems and of their non-disabled peers.Augmentative and Alternative Communication, 9, 10–25. 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F., & Bishop, D. V. (2002). Narrative skills of children with communication impairments.International Journal of Language and Communication Disorders, 38, 287–313. Google Scholar Ochs, E., & Capps, L. (2001). Living narrative: Creating lives in everyday storytelling. Cambridge: Harvard University Press. Google Scholar Peterson, C., Jesso, B., & McCabe, A. (1999). Encouraging narrative in preschoolers: An intervention study.Journal of Child Language, 26, 49–67. Google Scholar Reilly, J., Losh, M., Bellugi, U., & Wulfeck, B. (2004). “Frog, where are you?” Narratives in children with specific language impairment, early focal brain injury and Williams syndrome.Brain and Language, 88, 229–247. Google Scholar Richman, L. (1989). Stories about me. Solana Beach, CA: Mayer-Johnson. Google Scholar Shapiro, L. R., & Hudson, J. A. (1991). Tell me a make believe story: Coherence and cohesion in young children’s picture-elicited narratives.Developmental Psychology, 27, 960–974. Google Scholar Snow, C. E. (1983). Literacy and language: Relationships during the preschool years.Harvard Educational Review, 53, 165–189. [Reprinted in S. Beck & L. N. Oteh (Eds.), Perspectives on language and literacy: Beyond the here and now, (pp. 161–186). Cambridge: Harvard Educational Review Reprint Series.] CrossrefGoogle Scholar Snow, C. E., Tabors, P. O., & Dickinson, D. K. (2001). Language development in the preschool years.In & P. O. Tabors (Eds), Beginning literacy with language (pp. 1–26). Baltimore: Paul H. Brookes. Google Scholar Soto, G. (2004). Use of narratives at school and at home by children who use AAC systems [Minigrant report]. Chicago: Spencer Foundation. Google Scholar Soto, G., & Hartmann, E. (in press). Analysis of narratives produced by four children who use augmentative and alternative communication.Journal of Communication Disorders Google Scholar Soto, G., Hartmann, E., & Wilkins, D. (in press). Exploring the elements of narrative that emerge in the interactions between an 8 year-old child who uses a device and her teacher.Augmentative and Alternative Communication. Google Scholar Soto, G., Yu, B., & Henneberry, S. (in press). Supporting the development of narrative skills of an 8 year-old child who uses an augmentative and alternative device: Case study.Child Language Teaching and Therapy. Google Scholar Sutton, A., Soto, G., & Blockberger, S. (2002). Grammatical issues in graphic symbol communication.Augmentative and Alternative Communication, 18, 192–204. CrossrefGoogle Scholar Ucelli, P., Hemphill, L., Pan, B. A., & Snow, C. (2005). Conversing with toddlers about the nonpresent: Precursors to narrative development in two genres.In L. Baiter & C. S. Tamis-LeMonda (Eds.), Child psychology: A handbook of contemporary issues (2nd ed., pp. 215–237). Philadelphia: Taylor & Francis. Google Scholar Waller, A., O’Mara, D. A., Tait, L., Booth, L., Brophy-Arnott, B., & Hood, H. E. (2001). Using written stories to support the use of narrative in conversational interactions: Case study.Augmentative and Alternative Communication, 17, 221–232. Google Scholar Additional Resources FiguresReferencesRelatedDetails Volume 13Issue 2July 2006Pages: 7-11 Get Permissions Add to your Mendeley library History Published in issue: Jul 1, 2006 Metrics Topicsasha-topicsasha-sigsasha-article-typesCopyright & Permissions© 2006 American Speech-Language-Hearing AssociationPDF downloadLoading

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