Teaching Communicative Competence Through Emergent Literacy Instruction Routines

Presenter(s)

Event Details

Topic:

augmentative and alternative communication (AAC)

Format:

lecture

Subject Level:

intermediate

Age Span:

preschool
kindergarten - grade 6
grades 7-12

Target Audience:

AT specialist
autism specialist
consultant
educator
special educator
speech language pathologist
university professor / personnel

Professional Development Credits

IACET CEUs:

0.01

ACVREP CEs:

1

Presentation Length: 1 hour

Location:

Atrium 1

Description:

A good story can inspire all of us. Learn how a comprehensive curriculum and various emergent literacy routines can be the context for intervention that targets Light’s four domains of communicative competence (2003) for individuals who use AAC. Inspire students to expand their linguistic competence as they actively participate in shared reading and predictable chart writing tasks. Motivate them to initiate communicative acts, take turns, or clarify themselves, as they increase their operational competence navigating to new words and topics using their devices – all during age-respectful literacy instruction. Communicating is hard work – using an AAC device is even harder. When teachers provide rich, literary content that is engaging and challenging, students suddenly have something to say – a reason to become motivated, confident and resilient communicators.

Learning Outcomes:

As a result of this activity, participants will be able to:

• Demonstrate how emergent literacy instruction can be the ideal context for interventions that target Light’s four domains of communicative competence, including linguistic, operational, social, and strategic competencies.

• Analyze three or more emergent literacy routines and identify opportunities to explicitly target communicative competencies, as well as enhance important psychosocial factors of motivation and resilience

• Assess gains in communicative competence using one or more assessment tools as they relate to literacy instruction.

Disclosures:

Sarah Wakabayashi is an employee of Boston Public Schools. She has been part of the team that developed the Cognitively Demanding Task Matri, but has not received royalties or compensation. She has used the Readtopia Curriculum, but has no financial ties to Building Wings, Inc. and has not received any compensation for this presentation. Ms. Wakabayashi has no financial ties or interests in any of the other products or tools mentioned in today’s presentation.