![]() Literacy additionally empowers individuals with complex communication needs with access to a broader range of AAC supports and interaction environments which are imperative for active participation in a print-dependent culture (e.g., direct messaging, texting, emailing) ( Caron & Light, 2017).īecoming a skilled reader requires the acquisition of knowledge and skills across a number of domains, with integration of both low-level processes (i.e., phonemic awareness, letter-sound associations, blending skills, word recognition) and high-level processes (e.g., oral language, fluency, and comprehension Allor & Chard, 2011). With literacy, these individuals are able to communicate original thoughts without dependence on support personnel to anticipate and program graphic symbols within their AAC systems ( Light & McNaughton, 2013). For individuals with severe disabilities and complex communication needs who use augmentative and alternative communication (AAC), literacy assumes an increased importance. Literacy skills are fundamental to generative communication, positive educational outcomes, informed decision-making, and active societal participation. ![]() ![]() This adaptation in AAC system design could be used to support improved outcomes in both language and literacy. This study provides preliminary evidence that redesigning AAC apps to include the provision of dynamic text combined with speech output can positively impact the sight-word reading of participants. Four of the five participants generalized learning to use of a text-only display for the 10 targeted sight words. With only limited exposure to the T2L feature, the five participants all demonstrated increased accuracy in identification of 10 targeted sight words. The dependent variable was the number of 10 target words correctly identified. During intervention, the T2L feature was activated for targeted sight words during a book reading activity. The same design was utilized with an additional set of two participants. The study implemented a single case multiple probe research design across one set of three participants. The purpose of this study was to investigate the effects of Transition to Literacy (T2L) software features (i.e., dynamic text and speech output upon selection of a graphic symbol) within a grid display in an augmentative and alternative communication (AAC) app on the sight word reading skills of five individuals with severe disabilities and complex communication needs.
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