Sally clendon dissertation

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Research note Comparing spoken and written vocabulary use in typically developing children: Informing vocabulary selection for children with complex communication needs Sally Clendon and Marleen Westerveld. This project used two datasets to compare the spoken and written vocabularies of typically developing 5-, 6-, and 7-year-old New Zealand children. Similarities and differences between spoken and written words and multiword sequences were identified, and word lists were generated that can be used to assist augmentative and alternative communication AAC professionals as they engage in selecting vocabulary to support both face-to-face and written communication of children with complex communication needs. V ocabulary selection is one of the greatest challenges facing professionals in the augmentative and alternative communication AAC field Clendon, Several authors have suggested that AAC professionals employ a variety of strategies to guide their decision-making around vocabulary selection e.
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JCPSLP Vol 14 No 2 2012

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Although the word lists may also be useful for older children who have language skills at a similar level, as discussed, word lists must always be used alongside other vocabulary selection tools. The first author would also like to express gratitude for the financial support provided by the Rotary Foundation and Dr. Thomas S. Caroline H. References Ball, L.
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The University of North Carolina at Chapel Hill Graduate School

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