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JCPSLP Volume 14, Number 2 2012 71
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.
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.
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
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Rupp, D. (1999). Generic talk use by preschool children.
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Beukelman, D. R., Jones, R. S., & Rowan, M. (1989).
Frequency of word usage by nondisabled peers in
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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
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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
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: