Symbol Acquisition by Preschoolers with Significant Developmental Delays
Andrea E. Barton, Mary Ann Romski, & Rose Sevcik
Georgia State University
Atlanta, GA
Abstract
For children with severe intellectual disabilities and language delays, the ability to link a symbol to its referent may be a difficult task. Issues such as the visual complexity and iconicity of a symbol arise when deciding which symbols to select as a medium to teach language. This study examined the ability of 5 preschool-age children with developmental and language delays to acquire and comprehend Blissymbols and Lexigrams. Findings indicate children learned the iconic and arbitrary symbols via a computerized instructional strategy equally well.
Poster
