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Accessible Literacy Learning, ALL, mobile technology application, early literacy


Communication | Speech and Rhetorical Studies


The current study investigated the effectiveness of a mobile application, Accessible Literacy Learning (ALL), on the acquisition of letter-sound correspondence and sound-blending skills for children who have complex communication needs. Children with complex communication needs do not have adequate speech production capacity and rely on alternative communication output, such as speech-generating devices. These children can be capable literacy learners, but often receive insufficient specialized instruction and therefore inadequate opportunity to develop literacy skills. The Accessible Literacy Learning application is designed to provide high quality, evidence-based intervention in a mobile application context to individuals with complex communication needs to improve literacy skills needed to properly read, write, and communicate. Therefore, the purpose of this study was to investigate if the Accessible Literacy Learning application would improve the early literacy skills in children with and without complex communication needs. Using a multiple-baseline design, the study included four preschool aged participants who are diagnosed with forms of complex communication needs and delayed early literacy skills. A teaching-assisted intervention lasted for six weeks with the children receiving instruction two to three times a week for fifteen to twenty minutes per session. Data collection is still in progress, but the results are expected to contribute to evidence-based methods in promoting communication and literacy in children with complex communication needs.

First Advisor

Kyle Brouwer

Research Area

Communication Sciences & Disorders