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reflects a range of variables such as language level, classroom instruction, and interests. Although the word lists may also be useful for older children who have language skills at a similar level, as discussed, word lists must always be used alongside other vocabulary selection tools. The most frequently occurring words should be prioritised for inclusion in children’s AAC systems. The words that occurred with high frequency in both datasets should be targeted in interventions that address language and literacy simultaneously (see discussion in Clendon & Erickson, 2009). Future research should compare spoken and written vocabulary in students from other English- speaking countries and investigate children’s spoken vocabulary use in other contexts, such as child–child dyads. Acknowledgments The authors would like to acknowledge Professor Karen Erickson for her supervision of the first author’s dissertation research that generated the database of children’s writing samples, and Professor Gail Gillon for her involvement in the New Zealand database project. The first author would also like to express gratitude for the financial support provided by the Rotary Foundation and Dr. Thomas S. and Mrs. Caroline H. Royster. References Ball, L. J., Marvin, C. A., Beukelman, D. R., Lasker, J., & Rupp, D. (1999). Generic talk use by preschool children. Augmentative and Alternative Communication , 15 , 145–155. Banajee, M., Dicarlo, C., & Stricklin, S. B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication , 19 , 67–73. Beukelman, D. R., Jones, R. S., & Rowan, M. (1989). Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative and Alternative Communication , 5 , 243–248. Clendon, S.A. (2006). The language of beginning writers: Implications for children with complex communication needs . Unpublished doctoral dissertation, University of North Carolina at Chapel Hill, USA. Clendon, S. A., & Erickson, K. A. (2008). The vocabulary of beginning writers: Implications for children with complex communication needs. Augmentative and Alternative Communication , 24 , 281–293. Clendon, S.A., & Erickson, K.A. (2009). Literacy instruction for individuals with complex communication needs. ACQuiring Knowledge in Speech, Language and Hearing , 11 (2), 77-80. Clendon, S. A., Sturm, J. M., & Cali, K. (2012). Vocabulary use across topics and genres: Implications for children with complex communication needs . Manuscript submitted for publication. Crestani, C. M., Clendon, S. A., & Hemsley, B. (2010). Vocabulary of narratives: Implications for children with

complex communication needs. Journal of Intellectual and Developmental Disability , 35 , 268–278. Fallon, K. A., Light, J. C., & Paige, T. K. (2001). Enhancing vocabulary selection for preschoolers who require augmentative and alternative communication. American Journal of Speech-Language Pathology , 10 , 81–94. Fried-Oken, M., & More, L. (1992). An initial vocabulary for nonspeaking preschool children based on developmental and environmental language sources. Augmentative and Alternative Communication , 8 , 41–56. Marvin, C. A., Beukelman, D. R., & Bilyeu, D. (1994). Vocabulary-use patterns in preschool children: Effects of context and time sampling. Augmentative and Alternative Communication , 10 , 224–236. McGinnis, J. S., & Beukelman, D. R. (1989). Vocabulary requirements for writing activities for the academically mainstreamed student with disabilities. Augmentative and Alternative Communication , 5 , 183–191. Richards, S., & Sturm, J. M. (November, 2010). Writing instruction in primary classrooms: Implications for students with disabilities . Poster session presented at the American Speech-Language-Hearing Convention, Philadelphia, PA. Trembath, D., Balandin, S., & Togher, L. (2007). Vocabulary selection for Australian children who use augmentative and alternative communication. Journal of Intellectual and Developmental Disability , 32 , 291–301. Westerveld, M. F., & Gillon, G. T. (2002). A New Zealand spontaneous language sampling protocol. Christchurch, New Zealand: Department of Communication Disorders, University of Canterbury. Retrieved from www.education. canterbury.ac.nz/documents/gillon/languageprotocol.pdf Westerveld, M. F., Gillon, G. T., & Miller, J. F. (2004). Spoken language samples of New Zealand children in conversation and narration. Advances in Speech-Language Pathology , 6 , 195–208. Sally Clendon is a senior lecturer at Massey University in Auckland, New Zealand. Her clinical and research interests are focused in the area of language and literacy development for children with complex communication needs who use augmentative and alternative communication. Marleen Westerveld is a senior lecturer at Griffith University, Gold Coast, Queensland. Her clinical research focuses on children’s oral language skills that are needed to participate in daily activities.

Correspondence to: Sally Clendon, PhD Senior Lecturer Speech Language Therapy Programme School of Education at Albany Massey University College of Education PO Box 102 904, North Shore Mail Centre, Auckland, New Zealand phone: +64 (0)9 414 0800 ext 41488 email: s.clendon@massey.ac.nz

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