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Hoogeveen, F. R., Smeets, P. M., & van der Houven, J. E. (1987). Establishing letter–sound correspondences in children as trainable mentally retarded. Education and Training in Mental Retardation , 22 , 77–84. Joseph, L. M., & McCachran, M. (2003). Comparison of a word study phonics technique between students with moderate to mild mental retardation and struggling readers without disabilities. Education and Training in Developmental Disabilities , 38 (2), 192–199. Koppenhaver, D., & Yoder, D. (1992). Literacy learning of children with severe speech and physical impairments in school settings. Seminars in speech and Language , 13(2), 143–153. Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders , 36 , 911–919. Soto, G. (1997). Multi-unit utterances and syntax in graphic symbol communication. In E. Björk-Åkesson & P. Lindsay (Eds.), Communication... naturally: Theoretical and methodological issues in augmentative and alternative communication. Proceedings of the Fourth International Society for Augmentative and Alternative Communication Research Symposium (pp. 26–32). Västerås, Sweden: Mälardalen University. Soto, G. (1999). Understanding the impact of graphic sign use on the message structure. In F. T. Loncke, J. Clibbens, H. H. Arvidson & L. L. Lloyd (Eds.), Augmentative and alternative communication: New directions in research and practice (pp. 40–48). London: Whurr. Staskowski, M., & Creaghead, N. A. (2001). Reading comprehension: A language intervention target from early childhood through adolescence. Seminars in Speech and Language , 22 (3), 185–195. Tierney, R. J., & Cunningham, J. W. (1984). Research on teaching reading comprehension. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 609–655). New York: Longman. Wiley, R. E., & Durrell, D. D. (1970). Teaching vowels through phonograms. Elementary English , 47 , 787–791. Sally Clendon is a senior lecturer in the Speech-Language Therapy Programme in the School of Education at Massey University in New Zealand. Karen Erickson is the director of the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill, USA and a professor in the Division of Speech and Hearing Sciences, Department of Allied Health Sciences, School of Medicine. Their areas of interest are language and literacy development for children with significant disabilities, particularly those with complex communication needs who use augmentative and alternative communication (AAC). Current research efforts focus on the development of literacy assessment and instructional materials that are accessible to students with significant disabilities.

Bishop, D. V. M., Byers Brown, B., & Robson, J. (1990). The relationship between phoneme discrimination, speech production, and language comprehension in cerebral-palsied individuals. Journal of Speech and Hearing Research , 33 , 210–219. Carlson, F. (1981). A format for selecting vocabulary for the nonspeaking child. Language, Speech, and Hearing Services in Schools , 12 , 240–245. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific studies of reading , 3 (4), 331–361. 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. Cunningham, J. W. (1993). Whole-to-part reading diagnosis. Reading and Writing Quarterly , 9 , 31–49. Cupples, L., & Iacono, T. (2002). The efficacy of “whole word” versus “analytic” reading instruction for children with Down syndrome. Journal of Speech, Language, and Hearing Research , 43 , 595–608. Erickson, K. (2003). Reading comprehension in AAC. The ASHA Leader , 8 (12), 6–9. Erickson, K. A. (2005). A personalized keyword approach to phonics . Chapel Hill, NC: Center for Literacy & Disability Studies. Erickson, K.A., & Clendon, S.A. (2005). Responding to individual needs: Promoting the literacy development of students who use AAC. Perspectives on Augmentative and Alternative Communication , 14 (2), 11–16. commissioned for the United Nations Education, Scientific and Cultural Organization (UNESCO) Education for All (EFA) Global Monitoring Report, Literacy for Life. Available online at http://unesdoc.unesco.org/images/0014/001459/145968e. pdf. Erickson, K.A., & Clendon, S.A. (2009). Addressing the literacy demands of the curriculum for beginning readers and writers. In C. Zangari & G. Soto (Eds). Practically speaking: Language, literacy, and academic development for students with AAC needs (pp. 195–215). Baltimore: Brookes. Erickson, K., & Koppenhaver, D. (2007). Children with disabilities: Reading and writing the Four-Blocks way . Greensboro, NC: Carson-Dellosa. Erickson, K. A., Koppenhaver, D. A., & Cunningham, J. W. (2006). Balanced reading intervention in augmentative communication. In R. McCauley & M. Fey (Eds.), Treatment of language disorders in children: Conventional and controversial interventions (pp. 309–345). Baltimore: Brookes. Gaskins, R. W., Gaskins, J. W., & Gaskins, I. W. (1991). A decoding program for poor readers – and the rest of the class, too! Language Arts , 68 , 213–225. Gaskins, R. W., Gaskins, J. W., & Gaskins, I. W. (1992). Using what you know to figure out what you don’t know: An analogy approach to decoding. Reading & Writing Quarterly , 8 , 197–221. Hanser, G. A., & Erickson, K. A. (2007). Integrated word identification and communication instruction for students with complex communication needs: Preliminary results. Focus on Autism and Other Developmental Disabilities , 22 , 268–278. Erickson, K. (2006). Literacy and persons with developmental disabilities: Why and how? Paper

Correspondence to: Dr Sally Clendon 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 9 414 0800 ext 9883 fax: +64 9 443 9717 email: s.clendon@massey.ac.nz

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ACQ uiring knowledge in speech, language and hearing