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Literacy Learning using digital apps for students with intellectual disability in need of AAC

October 29 @ 8:00 am9:00 am EDT


1. Practitioners and teachers should consider using specifically developed digitally based instruction methods as literacy instructions for students with ID

2. Learning strategies that are effective for persons with TD are also effective for persons with ID in need of AAC

3. Intensive reading interventions are effective in increasing reading ability for students with ID in need of AAC.


October 29
8:00 am – 9:00 am EDT
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Online (Zoom)


  • Lisa Palmqvist

    Department of Education and Special Education, University of Gothenburg, Sweden


This study investigates the efficacy of digital app-based literacy interventions for students with intellectual disabilities (ID) requiring augmentative and alternative communication (AAC). It focuses on three intervention strategies: phonic-based, comprehension-based, and a combination of both, compared to traditional teaching methods.

The research included 135 students, assessed over four periods to evaluate the impact of these interventions on their phonemic awareness (PA) and reading skills. Results indicate that digital interventions, particularly the combined approach, were more effective than conventional teaching in improving reading abilities and PA. Phonic-based strategies excelled in enhancing letter-sound knowledge.

The study underscores the effectiveness of digital formats in providing adaptable literacy instruction for students with ID and AAC needs, advocating for the adoption of intensive, tailored literacy interventions in educational settings for this demographic.