Abstract
The purpose of this paper is to speculate about the relationship between the use of graphic symbols utilized by many individuals with severe communication disorders and the acquisition of beginning reading skills. In particular, the skills and processes necessary for individuals to be able to look at written words and determine their spoken counterparts are considered here. This discussion is based on the literature related to reading acquisition in normally developing young children, with logical inferences made to the population of individuals who are augmentative and alternative communication (AAC) users. Arguments are presented that suggest that the use of graphic symbols may facilitate specific components of print and word awareness, but that the overall impact of these symbol sets/systems on beginning reading may be minimal. Conclusions made are speculative in nature; future research is warranted.
Published Version
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