Environmental Factors Influencing The Transition from Using Graphic Symbols to Spelling in Communicative Interactions of Children with Speech and Motor Impairments who Use AAC

Abstract

Background: Children with speech and motor impairments often face challenges in learning to read and write. Up to 90% of children with speech and motor impairments do not attain conventional literacy by adulthood, yet some become literate. This dissertation focuses on the transition from using graphic symbols to spelling in face-to-face communicative interactions. Understanding how environmental factors influence the transition may help us to provide appropriate opportunities and resources that foster literacy development and facilitate the use of spelling for children with speech and motor impairments. Purpose: The research was guided by the following research question: How do environmental factors influence children’s transition from using graphic symbols to becoming conventionally literate and using spelling in communicative interactions? The specific research objectives were: (1) to explore how environmental factors contribute to the transition from using graphic symbols to using spelling in communicative interactions; (2) to explain how environmental factors influence the choices of using spelling and/or graphic symbols in communicative interactions. Method: I conducted two exploratory interpretative qualitative studies: a) a retrospective study of literate adults’ childhood experiences of their transition from using graphic symbols to using spelling in communicative interactions; b) a study about the adolescents’ reasons for using either graphic symbols or spelling in communicative interactions. Overall, I completed semi-structured interviews with twenty aided communicators (adolescents and adults) as well as six caregivers. The participants included fourteen adult aided communicators (ages 18-58), six adolescents (ages 10-16), and six mothers. Ten participants who used AAC were from Canada, five from the United States, three from Poland, one from South Africa, and one from the United Kingdom. I observed 68 communication mode shifts and completed a thematic review of 120 written reflections. Findings: Two main environmental factors influenced the transition from using graphic symbols to spelling in face-to-face communicative interactions: (1) supportive people during the transition process, (2) provision of comprehensive AAC services. Supportive people provided children with reading and writing opportunities. AAC services included ongoing assessments. Conclusion: The findings highlight the importance of reading and writing opportunities, access to AAC and services, and practice of spelling in daily communicative interactions.