I have dedicated my entire career, as a Speech Language Pathologist, to working with students who have complex communication needs (CCN) and require some type of augmentative communication system.  Early on, I didn’t really understand my role in supporting literacy instruction for the students on my caseload.  Yes, I knew that literacy was important for all students. Yes, I knew that literacy could provide ultimate communication because students would be able to spell and say absolutely anything they wanted to say.   Yes, I used a TON of books in therapy to expand vocabulary and teach language concepts.  But I am not a reading specialist and have never had any course work for teaching kids to read.  Over the last few years, I’ve really been digging into literacy and have learned so much.  Looking back, I wish I had done things differently.   

Do the best you can until you know better. Then when

You know better, do better.

- Maya Angelou

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1. I wish I had spent way less time “symbolating” the text in the picture books.  By “symbolating,” I mean to pair a corresponding symbol with all or most of the words in a book (see example below). I would print out the symbols and glue or tape them on every page in the book.  It made total sense to pair words and symbols in the book using the same symbols students were using on their AAC devices.  I was so proud of my symbolated books!  

While this practice might seem beneficial, evidence suggests otherwise.  Research on the effectiveness of using symbol-supported text is clear.  Studies indicate that pairing pictures with text does not help our students learn to read. Doing this can actually interfere with the acquisition of reading and writing skills.  In addition, studies have also shown that learners often rely more on pictures than text when both are present, which can delay the development of reading skills. This is particularly problematic for students with CCN, who might already face challenges in developing literacy skills due to a variety of reasons (e.g., no or little explicit instructions, low expectations, etc.).

2. I wish I had spent more time building a “foundation for literacy” learning.  This concept comes from the Erickson and Koppenhaver (2020) book Comprehensive Literacy For All, Teaching Students with Significant Disabilities to Read and Write. The authors provide detailed instructions on how to support emergent readers and writers with ways to build foundational skills through alphabet knowledge, phonological awareness, shared reading, and predictable chart writing.  I can’t stress enough how this book has changed the way I approach and support literacy learning.

3. I wish I had dedicated more time to the keyboard page on AAC devices. For many students, providing access to an "alternative pencil" is essential for interacting with and using the alphabet. From initial scribbling to more fluent writing, having access to all 26 letters and gaining writing experience are crucial components of literacy instruction.

In conclusion, my journey as an SLP has been a continuous learning experience. I recognize the importance of evolving my practices to better support literacy development. While my early efforts to support literacy were well-intentioned, I now understand that such methods do not support what we know today. I am committed to constantly seeking new and improved ways to empower my students on their literacy journeys. My dedication to their success remains unwavering, and I look forward to continuing to learn and grow alongside them.

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Resources:

www.project-core.com

Alternative Pencils: Fostering Writing for Students With Significant Disabilities (yai.org)

American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position Statement]. Available from www.asha.org/policy.

Erickson, Karen A., and David A. Koppenhaver. Comprehensive Literacy For All, Teaching Students with Significant Disabilities to Read and Write. Brookes, 2021.

SWAAAC Evidence-Based Practice Symbol-Supported Text for Students with Complex Communication Needs and/or Intellectual Disability.” SWAAAC.org, SWAAAC, 2020, Accessed 7 Aug 24.