The Idea of an Essay, Volume 4

Research Writing 177 should, therefore, conclude whether connections exist between speaking and the emergence of phonological awareness abilities. Dahlgren Sandberg, A. (2001). Reading and spelling, phonological awareness and working memory in children with severe speech impairments: A longitudinal study. Augmentative and Alternative Communication, 17, 11 – 26. Individuals who cannot speak generally use some sort of augmentative and alternative communication techniques in order to learn and produce language and literacy. This article looks specifically at the reading, spelling, and phonological awareness of those individuals. Dahlgren Sandberg, A., Smith, M., & Larsson, M. (2010). An analysis of reading and spelling abilities of children using AAC: understanding a continuum of competence. AAC: Augmentative & Alternative Communication , 26(3), 191-202 12p. doi:10.3109/07434618.2010.505607 It is often the case that children and adults using augmentative and alternative communication underachieve in their development of writing and reading skills. Additionally, it seems that their disabilities in these areas are disproportional to other abilities in linguistic functioning. Since reading and writing skills are developmental, combining internal resources the reader carries with him or her, the mere presence of speech issues cannot be the only reason for reading and writing deficits which commonly occur. This paper uncovers relative strengths and weaknesses in children using AAC in a range of areas in order to find correlations between skills and experiences with the children’s learning environments. Duffy, J. (1995). Motor speech disorders: Substrates, differential diagnosis and management . St. Louis, MO: Mosby. This article uncovers the various parts of motor