Tag Archive: writing

Video of the Week: Alternate Pencils

October 12, 2016 by - Leave your thoughts

Video of the Week: Alternate Pencils

Despite their differences, one thing that many people who use AAC have in common is their need for additional supports to develop strong literacy skills. In today’s featured video, Dr. Karen Erickson, of the Center on Literacy and Disability Studies, introduces the concept of alternate pencils and discusses ways in which teachers, therapists, and families can begin using them to provide alphabet access to people with cognitive or physical disabilities. Let’s write! Direct Link to Video: https://www.youtube.com/watch?v=M1WgtZClfL8&feature=youtu.be

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Video of the Week: Shared Writing and AAC

September 28, 2016 by - Leave your thoughts

Video of the Week: Shared Writing and AAC

Looking to round out your literacy supports with writing activities? Shared writing using a predictable chart is a great strategy to utilize with students who use AAC because there are so many rich opportunities for learning about print while practicing communication. In this video, SLP and AAC specialist Deanna Wagner describes the process of using core word sentence starters and covers essential elements of implementation. If you are not doing formal writing instruction with AAC learners, this is a great place to start. Direct Link to Video: https://www.youtube.com/watch?v=Ll90gwo5rQQ

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PrAACtically Reading: Writing to Read with Karen Natoci

February 17, 2015 by - Leave your thoughts

PrAACtically Reading : Writing to Read with Karen Natoci

We are so pleased to have SLP Karen Natoci back with the second edition of PrAACtically Reading. You can see her first post here. I love that this lesson focuses on older students, providing an age respectful activity (who else loves Mad Libs?!) and a prAACtical way for students with lower verbal skills to develop their reading abilities. Writing to Read: Mad Lib, Core Words, and Literacy Instruction Core Vocabulary focus: like, dislike, uh-oh, again Sometimes it is fun to just write our own BIG BOOK and this month, we decided to do that by using a simplified “mad libs” format. Honestly, I’m not sure who had more fun, the teachers, the student authors or myself!  I was inspired by the work of Gretchen Hanser.  I attended her workshop on writing at Oakland Schools (MI) in the fall of 2013.  She showed us that all students develop writing and experience... [Read More...]

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Emergent Literacy Work in AAC Therapy Sessions

September 23, 2014 by - Leave your thoughts

Emergent Literacy Work in AAC Therapy Sessions

We strive to use some of our therapy time to build the literacy skills with all of our beginning communicators. It’s not easy. First, because they often have little to no interest in it (at first), but mostly because our time together is quite limited. Here are some of the things we’ve been doing. Having our clients sign in themselves (Think: name stamps, stickers, tracing, or even making a mark) Looking for their name on their therapy room door: We make signs and print two copies. We give them one in the waiting room so that they can match it to the sample on the door. Formatting the visual schedule so that the client does some writing (Think: check box, crossing off the activity when finished) Picking a book or the topic: For some of clients we use the books themselves, but for most we use their AAC. It’s time... [Read More...]

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Video of the Week: Using an Alphabet FlipBook for Writing

September 14, 2014 by - Leave your thoughts

Video of the Week: Using an Alphabet FlipBook for Writing

Like many of you, we strive to give access to the alphabet to our prAACtical friends who are still developing their writing skills. It can get a little tricky when the person has significant motor impairments, though. If you’ve ever thought about introducing an alphabet flipbook with partner-assisted scanning, this is a video you might want to see. Thanks to the wonderful clinicians at Thames Valley Children’s Centre for this helpful video! https://www.youtube.com/watch?v=nhLWDPa3vFY

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Video of the Week: Writing Instruction for Students with Angelman Syndrome

July 6, 2014 by - 1 Comment

Video of the Week: Writing Instruction for Students with Angelman Syndrome

Today we return to the Angelman Syndrome Foundation and learn more about how to teach writing to children with Angelman Syndrome. Erin Sheldon shares prAACtical information that applies to MANY children with signficant communication challenges. This is a great video for us SLPs, but also one to share with families. Direct Link to Video: https://www.youtube.com/watch?v=iInuYeNraEU&feature=youtu.be

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Video of the Week: The Development of Literacy Skills by Individuals with Angelman Syndrome

June 15, 2014 by - 3 Comments

Video of the Week: The Development of Literacy Skills in Individuals with Angelman Syndrome

We’re so pleased to be able to share this terrific webinar presented by Erin Sheldon and hosted by the Angelman Syndrome Foundation. This presentation is chock full of prAACtical ideas for assessment and skill-building. Erin discusses a free literacy assessment tool, The Bridge, from the Center for Literacy and Disability Studies that you might want to download and keep handy as you watch the presentation. (We linked to it in a previous post and you can access it here.) Direct Link to Video – https://www.youtube.com/watch?v=yFgJLhYCPMo&feature=youtu.be  

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Loving Literacy-Let’s Read and Write Storybooks

March 24, 2014 by - 2 Comments

Loving Literacy: Let's Read and Write Storybooks

Literacy instruction involves lots of reading and writing. Last week, Carole discussed using storybook reading and the RAAP (Read, Ask, Answer, Prompt) strategy by Drs. Cathy Binger and Jennifer Kent-Walsh to teach communication and literacy.  To use storybooks with all learners we need to have lots of books that are easily accessible. Books need to  be accessible physically as well as through content and interest. It is lucky that with all of today’s on-line resources there is an abundance of ways to obtain as well as make and write storybooks.  All learners can and should be be involved in both the reading and writing process. Not only do literacy skills improve but so do communication skills. Involving Learners in the Storybook Process   Reader & Writer Vocabulary- Facilitate involvement by using reader and writer vocabulary. Refer to learners as “readers”, “authors”, “editors”, “publishers”, “critics”, etc.  When you are treated and referred... [Read More...]

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Before We Read: Using Predictions for PrAACtical Learning

March 14, 2014 by - 4 Comments

Before We Read: Using Predictions for PrAACtical Learning

This month, we’re focusing on literacy learning for our Monday posts on Strategy of the Month. In honor of that topic, here’s a quick tip for adding a bit of interaction to book reading. This tip works for books you’ve never read before, or perhaps haven’t read in a really long time. Take a few minutes before the reading begins to predict what the book will be about. We’ll get to the ‘How To’ part in a minute, but first, here’s why we think this is a prAACtical idea. It gets AAC learners thinking about something more than requesting, and we know you are just as passionate about that as we are. It helps the AAC learner activate their background knowledge, something that (we’ve noticed) many of them don’t do automatically. That doesn’t mean that they aren’t capable of it, of course, but it does mean they need practice and... [Read More...]

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Robust Literacy Instruction for People Who Use AAC

March 3, 2014 by - Leave your thoughts

Robust Literacy Instruction for People Who Use AAC

We get so many questions about the best way to ‘do’ literacy with AAC learners that decided to build on the earlier posts from and talk more about the ways in which we can support the development of reading and writing skills. For AAC learners, the most important skill set (after communication) is the ability to read and write. When given the chance, we’d teach literacy before almost anything else. Why? First, because it opens the door to so many things. When someone can read and write they are more likely to be successful with academics, find jobs and develop real careers, and enjoy productive leisure time. Secondly, we find that it changes people’s perceptions of an AAC learner. When they see Billy writing or reading with comprehension, they understand that his severely limited speech does not reflect his intellect, motivation, or potential. It shapes their perception of him to... [Read More...]

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