Using a Digital Spelling Game for Promoting Alphabetic Knowledge of Preschoolers: The Contribution of Auditory and Visual Supports

2019 ◽  
Vol 55 (2) ◽  
pp. 235-250 ◽  
Author(s):  
Adi Elimelech ◽  
Dorit Aram
Keyword(s):  
Visual Supports ◽  
Alphabetic Knowledge

Autism, AAC, and Proloquo2Go

2009 ◽  
Vol 18 (4) ◽  
pp. 137-145 ◽  
Author(s):  
Samuel Sennott ◽  
Adam Bowker
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Communication Technologies ◽  
Autism Spectrum ◽  
Alternative Communication ◽  
Visual Supports ◽  
Digital Device ◽  
Ipod Touch ◽  
Spectrum Disorders ◽  
Communication Needs

People with ASD often need to access AAC in situations where a tabletop digital device is not practical. Recent advancements have made more powerful, portable, and affordable communication technologies available to these individuals. Proloquo2Go is a new portable augmentative and alternative communication system that runs on an iPhone or iPod touch and can be used to meet the diverse needs of individuals with autism spectrum disorders (ASD) who are ambulatory and have difficulty using speech to meet their full daily communication needs. This article examines Proloquo2Go in light of the best practices in AAC for individuals with ASD such as symbols, visual supports, voice output, and inclusion.

Visual Supports

2013 ◽  
pp. 3306-3309
Author(s):  
Paul A. Offit ◽  
Anne Snow ◽  
Thomas Fernandez ◽  
Laurie Cardona ◽  
Elena L. Grigorenko ◽  
...  
Keyword(s):  
Visual Supports

scholarly journals Colonialismo Cultural: Arte y Escritura en Al Ándalus a partir de 1492.

Anduli ◽  
2021 ◽  
pp. 235-251
Author(s):  
Marta Pérez-Castro
Keyword(s):  
Turning Point ◽  
Social Dynamics ◽  
Three Dimensional ◽  
Social Processes ◽  
Cultural Resilience ◽  
Visual Supports ◽  
Social Sphere ◽  
The Social ◽  
Cultural Order ◽  
The Moment

Relationships among visual signs, society and memory reveal the dominant cultural order in a given context as well as the causes that maintain it (influence and imposition) and the effects on the population where it occurs (alienation and cultural resilience). Therefore, it is possible to identify deeper social processes with a purely visual and symbolic reading. Visual signs (two-dimensional), in addition to configuring the way space is understood (three-dimensional), reflect social and political dynamics (the time factor). To have a more complete vision of the moment and context, it is necessary to interrelate art with sociology and history. In the specific case of al-Andalus, there is a turning point at which there are changes in visuality that are mainly reflected in writing (Arabic and Latin), the use of symbols (the Mudejar, the cross) and the organization of the spaces designated for art (temples, museums, exhibition halls); hence, these changes function as visual indexes of social dynamics that reach to the present day. The visual supports the social and vice versa, configuring and maintaining a certain worldview. If there is visual continuity, there is continuity in the social sphere.

scholarly journals The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks

2011 ◽  
Vol 44 (4) ◽  
pp. 339-347 ◽  
Author(s):  
Douglas Fuchs ◽  
Donald L. Compton ◽  
Lynn S. Fuchs ◽  
Bobette Bouton ◽  
Erin Caffrey
Keyword(s):  
Reading Comprehension ◽  
Predictive Validity ◽  
Phonemic Awareness ◽  
Fixed Effects ◽  
Word Identification ◽  
Dynamic Assessment ◽  
First Grade ◽  
Rapid Automatized Naming ◽  
Impulsive Behavior ◽  
Alphabetic Knowledge

The purpose of this study was to examine the construct and predictive validity of a dynamic assessment (DA) of decoding learning. Students ( N = 318) were assessed in the fall of first grade on an array of instruments that were given in hopes of forecasting responsiveness to reading instruction. These instruments included DA as well as one-point-in-time (static) measures of early alphabetic knowledge, rapid automatized naming (RAN), phonemic awareness, oral vocabulary, listening comprehension, attentive behavior, and hyperactive or impulsive behavior. An IQ test was administered in spring of second grade. Measures of reading outcomes administered in spring of first grade were accuracy and fluency of word identification skills and reading comprehension. Factor analysis using principal axis factor extraction indicated that DA loaded on a first factor that also included language abilities and IQ, which the authors refer to as the “language, IQ, and DA” factor. It was relatively distinct from two additional factors: (a) “speeded alphabetic knowledge and RAN” and (b) “task-oriented behavior.” A three-level (children nested within classroom; classrooms nested within school) random intercept model with fixed effects predictors suggested that DA differed from word attack in predicting future reading skill and that DA was a significant predictor of responsiveness to instruction, contributing unique variance to end-of-first-grade word identification and reading comprehension beyond that explained by other well-established predictors of reading development.

Visual Supports for Shared Reading with Young Children: The Effect of Static Overlay Design

2011 ◽  
Vol 27 (2) ◽  
pp. 91-102 ◽  
Author(s):  
Carla Wood Jackson ◽  
Jordan Wahlquist ◽  
Cassandra Marquis
Keyword(s):  
Young Children ◽  
Shared Reading ◽  
Visual Supports ◽  
Overlay Design
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