USE OF SYMBOLS IN THE READING AND WRITING PROCESS
Presenter #1
Scott Marfilius
Assistive Technology Consultant
Country: USA
Day Phone: 414-379-7779
Fax:
Email: marfilius@wi.rr.com
PRESENTER #2
Kelly Fonner
Assistive Technology Consultant
This session will look at the research on how symbols are being used in the
reading and writing process. We’ll look at when symbols are supportive in
nature in addition to when the use of them could possibly hinder an individuals progress.
The use of symbols has been more prevalent in the teaching of literacy
skills. These strategies are used to teach literacy skills to struggling
students in addition to those with significant disabilities. WE can ask
ourselves why teach literacy skills to children with significant disabilities?
The following are some of those answers.
• partial participation
• improves quality of life
• includes in society - the inability separates,segregates
and isolates
• entertainment and leisure time activities
• information for everyday life
• employment opportunities
• communication
• skill development and self-concept
As professionals we ask ourselves when should we begin using symbols for
literacy? Or when should we stop using symbols? McNaughton (l993) concludes
that symbol sets (or graphic representation sets) have a positive effect on
written language development by serving as a scaffold for expressive communication
and cognition. There is also some work from Karen Erickson that shows the use
of symbols may actually slow down a reader and how do you know when that may be
happening.
There are also a number of programs that provide text to picture support
and how do you go about determining which one may work the best for an
individual. A variety of programs will be explored from BoardMaker,
Speaking Dynamically, Picture It, PixWriter, Clicker
4, and Writing with Symbols 2000 in addition to the new-2-you publication.
We’ll discuss the role they can play with individuals as they acquire literacy
skills.
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