Emergent literacy is typically described as consisting of four areas of knowledge:

1. Print concepts and functions

2. Writing

3. Letter, sound, and word knowledge

4. Language comprehension

These knowledge areas are the fundamentals that contribute to later development of formal reading and writing skills (Mason & Stewart, 1990).

Emergent literacy instruction for students with complex communication needs is not only crucial to their development of reading and writing, but also beneficial to the progression of symbolic communication acquisition. ALL students can learn to read and write, but students with complex communication needs often face significant obstacles on the pathway to development of these foundational skills.

An important role we have as AAC SLPs is to examine the evidence base regarding literacy instruction in order to provide the supports necessary to facilitate literacy skill learning in our AAC students. This project aims to compile evidence-based resources, tools, strategies, etc. centered around emergent literacy instruction specifically for students using AAC. This collection of resources is far from exhaustive! The goal was to create an accessible source of information for busy clinicians wanting to learn more about practical emergent literacy instruction.

AAC Literacy Bill of Rights

This section is dedicated to evidence-based technology, software features, and device programs that can all contribute to and benefit emergent literacy skill acquisition for individuals using AAC.

AAC System Customization

Below is a list of potential page set customizations that can be made within a variety of speech-generating devices and AAC apps to encourage emergent literacy skills. These simple adjustments may help emphasize many of the foundational skills necessary in a person's path to literacy (e.g., sound-blending, phoneme segmentation, letter-sound correspondence, decoding). Many factors contribute to system customization, and because of that, each customization implemented should be be individualized to the specific AAC user, their understanding of their system, and current level of literacy learning.

1. Enlarged Text: Emphasize the association between text and symbols by increasing the size of the text displayed for each symbol within the AAC system. Additionally, text within the speech display bar or message window can be enlarged to further highlight the connection between the text and symbols.

2. Keyboard Page Sets: Many systems offer page sets that include A-Z and/or QWERTY keyboards. These embedded keyboards can provide easy access to both core vocabulary and spelling with word prediction. This addition can create daily opportunities to explore the alphabet, letter combinations, spelling and additional emergent writing skills.

3. Phonics Keyboards/Pages: Many devices or AAC apps offer phonics pages/keyboards. Phonics, a method often used in general education classrooms to help teach literacy, consists of associating a sound with a letter and using those sounds to build words. This literacy specific feature within AAC devices makes phonics accessible to literacy learners using AAC.

Specific Device Features

1. Transition to Literacy (T2L): Dynamic Text Features (E)

a. What is it? Within some AAC programs, there are dynamic display text options that use motion to display text upon selection of graphic symbols. These dynamic text displays are used to support literacy learning in children with complex communication needs, and the transition from symbols to emergent literacy skills. These features are not viewed as a replacement for formal literacy instruction, but rather a complement to instruction by infusing literacy into daily communication activities. Suggested activities for these features include shared reading, core word vocabulary activities, etc.

b. The Evidence:

i. Caron, J., Light, J., Holyfield, C., & McNaughton, D. (2018). Effects of dynamic text and speech output in an AAC app with graphic symbols on single-word reading for individuals with autism spectrum disorder. Augmentative and Alternative Communication, 34, 143–154. doi: 10.1080/07434618.2018.1457715

ii. Mandak, K., Light, J., & McNaughton, D. (2018). Digital books with dynamic text and speech output: Effects on sight word reading for preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disabilities. Advance online publication. doi:10.1007/ s10803-018-3817-1

iii. Boyle, A. (2018). The effects of digital texts with Transition to Literacy features on the sight word recognition skills of young children with disabilities and their peers without disabilities. Unpublished doctoral dissertation, The Pennsylvania State University

iv. Holyfield, C., Light, J., McNaughton, D., Caron, J., Drager, K., & Pope, L. (2018). Effect of AAC featuring VSDs with dynamic text on the single word reading of adults with intellectual developmental disabilities and limited speech. Manuscript submitted for publication

c. Saltillo "Pop-Up Speech" Explanation

d. RERC Investigation of T2L

This section is dedicated to helpful applications, instructional tools, and evidence-based curriculum programs that support, direct, or contribute to emergent literacy skill instruction for AAC SLPs to consider. The purpose is not to promote one program over another, but rather provide information regarding some of the key, evidence-based options available to support SLP decision making and lesson-planning.

Helpful Apps

1. Word Builder (E + CE)

a. "Created by speech-language pathologist Dr. Bartek Rajkowski, PhD, Word Builder™ is a scientifically based, fun, intuitive means through which to learn how to use letter-sound patterns to crack the code in the English language." This phonics-based app pairs well with a dedicated speech generating device. Play the game with your student on a separate device, and then have them search, spell, or produce the words on their own device to reinforce the target emergent literacy skill.

b. Literacy learners can:

i. Tap on letter-sound patterns to hear the speech sounds they represent

ii. Make words by combining these patterns

iii. Slide a finger over the patterns in a word to hear the individual speech sounds in the word

iv. See an animation of a mouth which teaches the link between speech and written language

v. Move and replace letter-sound patterns by dragging and dropping them

vi. Check to see if words they have made are correctly spelled

2. Unite for Literacy (CE)

a. A library of engaging, diverse, non-fiction picture books for kids learning the foundational skills of reading. This app offers paired narration and free access to all books all of the time, with no advertising or in-app purchases to cause distraction. Developed for computer and mobile device access, books are easily accessible for individuals with sensory, intellectual, or mobility challenges. The interface is simplistic with a picture menu and ability to navigate through the book shelves and within a book using arrow at the right and left sides of the screen.

3. Partners in Rhyme (CE)

a. Partners in Rhyme helps children have fun through rhyme. This game focuses on phonemic awareness training to help an emergent literacy learner to understand that words are made up of sounds. Learning to recognize rhyming patterns in language is an essential literacy skill for emergent readers.

b. Literacy Learners can: Play one of the 4 games within the app:

i. LINE DRAWING - draw lines to match the words that rhyme.

ii MATCHING - find the rhyming picture matches.

iii. DO THEY RHYME? - decide if two words rhyme.

iv. WHICH SET RHYMES? - decide which pair of matching words rhyme.

Literacy Curriculum Programs

1. Accessible Literacy Learning (E + CE)

a. What is it? The ALL application is an evidence-based comprehensive reading program, developed by researchers Dr. Janice Light and Dr. David McNaughton. It focuses on teaching 6 foundational skills of reading (Sound-Blending, Phoneme Segmentation, Letter-Sound Correspondence, Single-Word Decoding, Sight Word Recognition, and Shared Reading ) to students with complex communication needs.

b. Research Results Description

c. How can it help? ALL Video Explanation

2. Getting Ready to Read (E + CE)

a. What is it? Getting Ready to Read is a literacy and communication instructional program that is designed to teach word recognition, decoding, spelling and icon sequencing using an AAC device. It is a program produced by the AAC Language Learning lab, based on the research of Dr. Karen Erickson and Dr. Gretchen Hanser, and with the support of PRC-Saltillo.

b. Evidence Summary

c. How can it help? There are versions of this program for many of the most frequently used AAC systems including LAMP Words for Life, WordPower Basic 42, WordPower Basic 60, Unity 60 Sequenced and Unity 84 Sequenced. A subscription is necessary for full access to the resources and materials, for an annual fee of $19.94. All evidence-based materials are available where and when you want them, on a variety of platforms, making teaching and learning language convenient and fun.

3. Readtopia (E + CE)

a. What is it? Readatopia is an evidence-based special education curriculum designed for teachers and SLPs who work with late elementary, middle, and high school students with autism and other complex needs. It serves as an integrated comprehensive reading program across several domains of study including ELA, Math, Social Studies, Life Skills and Science.

b. Evidence Summary Table

c. How can it help? Readatopia includes all components of a comprehensive reading curriculum and resources including Informational Text, Phonics/Word Study, Videos, Graphic Novels, and Literature. The program requires a subscription for full access that can be obtained by educators working with students who have complex needs. That being said, there is access to FREE sample materials through the site linked above that allows SLPs and educators to better understand the program and its application to their students' specific needs.

This section provides a compilation of informational handouts regarding a variety of emergent literacy skills, strategies, and activities. Because the overarching topic of emergent literacy can at times be all-encompassing and general, these handouts are included to provide specific information about topics that may not be described in depth elsewhere on this site.

1. Fostering Emergent Writing Notes (CE)

a. What is it? This is a resource produced by Saltillo that acts as an outline of foundational knowledge, skills, activities, and more that all center on the idea of fostering emergent writing in AAC users. It covers important steps in emergent writing therapy implementation such as providing access to core vocabulary, shared reading, early writing activities, and phonological awareness.

b. How can it help? This handout provides both an overview of the relevant skills listed above, as well as specific activity ideas, and (Saltillo-specific) device suggestions to further foster emergent writing skills. It is concise, clearly categorized, and a great quick resource for an SLP looking for new ideas regarding emergent writing skills.

2. PDH Academy Course: The Literacy Language Continuum (E + CE)

a. What is it? "This Intermediate level course walks learners through the language-literacy continuum as it applies to Augmentative-Alternative Communication (AAC), beginning with a discussion of the Common Core State Standards (CCSS), continuing with language skills as they relate to literature, and ending with literacy."

b. How can it help? This course provides comprehensive information regarding the link between language and literacy, as well as practical ideas for connecting the Common Core to further literacy instruction, creating literature based communication boards, and adapting materials to increase accessibility. Key objectives of this course include helping SLPs to:

-Recognize the impact of the Common Core State Standards (CCSS) on literacy instruction for students with severe disabilities and complex needs.

-Distinguish between phonological awareness skills, with attention to how AAC users can master them.

-Recall books that lend themselves well to adaptation for AAC users, and considerations that apply to the adaptation process.

-Identify which adaptations to the general education curriculum help ensure access to AAC users.