TY - JOUR
T1 - Adaptations of fast mapping for vocabulary intervention with augmented language users
AU - Wilkinson, Krista M.
AU - Albert, Aranya
N1 - Funding Information:
Funding for the research and manuscript preparation was supported by an NICHD R29 award (11 R29 HD35107-01A1) and NICHD grant HD 25995. Parts of this paper were presented at the 1999 annual conference of the American Speech-Language-Hearing Association in collaboration with Gina Green. The authors thank Gina Green for her contributions to methodologies for set 4 testing. The research would not have been possible without the contributions of Jen Mlocek, Kim Mazzitelli, Bill McIlvane, and the many supportive staff and students at the May Center and the Cotting School.
PY - 2001/6
Y1 - 2001/6
N2 - Over the past 20 years, a phenomenon called "fast mapping" has received considerable attention as a potential explanation for the rapid vocabulary expansion typically observed in the preschool years. It has been proposed that children learn new words rapidly by sketching quick, incomplete maps of word meanings after only very few exposures to the word. Recently, several authors have suggested that adaptations of procedures used to explore fast mapping might be useful as an intervention tool for individuals with limited vocabulary associated with developmental delays. This article describes successful adaptation of fast mapping for teaching sight word recognition with two participants with cognitive and communication limitations. Important variations that were necessary to match teaching procedures to learning styles are highlighted across the two participants.
AB - Over the past 20 years, a phenomenon called "fast mapping" has received considerable attention as a potential explanation for the rapid vocabulary expansion typically observed in the preschool years. It has been proposed that children learn new words rapidly by sketching quick, incomplete maps of word meanings after only very few exposures to the word. Recently, several authors have suggested that adaptations of procedures used to explore fast mapping might be useful as an intervention tool for individuals with limited vocabulary associated with developmental delays. This article describes successful adaptation of fast mapping for teaching sight word recognition with two participants with cognitive and communication limitations. Important variations that were necessary to match teaching procedures to learning styles are highlighted across the two participants.
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U2 - 10.1080/aac.17.2.120.132
DO - 10.1080/aac.17.2.120.132
M3 - Article
AN - SCOPUS:0035362393
SN - 0743-4618
VL - 17
SP - 120
EP - 132
JO - AAC: Augmentative and Alternative Communication
JF - AAC: Augmentative and Alternative Communication
IS - 2
ER -