PATHS to Reading: Promoting Language and Literacy Learning for Young Students who Use or Need AAC

Early literacy skills establish the foundation for future success as a reader and writer, yet children who use or need augmentative and alternative communication (AAC) have been underserved in literacy instruction (Zimmerman, 2025). Data from over 35,000 students eligible for alternate assessment on alternate achievement standards (AA-AAS) in the United States found only 12% of grade 3-8 students with limited speech could read single words, and only 3% could read simple sentences with understanding (Erickson & Geist, 2016).

A significant barrier is that educators, service providers, and families often struggle to implement AAC in everyday literacy activities and lack access to evidence-based AAC-supported models for early literacy instruction.  We address these challenges through PATHS to Reading, an implementation-based research project focused on improving early literacy outcomes for PreK-2nd grader students with intellectual and developmental disabilities who use or need AAC. The program builds children’s language, letter-sound knowledge, and phonological awareness skills by embedding AAC support within naturalistic teaching during shared reading and play.

PATHS to Reading was first developed through a community-engaged approach with students, families, and staff at an inclusive preschool. We then conducted two pilot studies using experimental single-case design with 10 children (PreK-2^nd grade) with autism and/or Down syndrome who had limited speech. Results were strong: Practitioners learned to implement the intervention with fidelity, and children made meaningful gains in expressive language, letter-sound knowledge, and phonological awareness skills (Barton-Hulsey, Biggs, et al., in preparation; Biggs, Barton-Hulsey, et al., in preparation).

This presentation will equip educators, service providers, families, and school leaders with a research-based intervention model to promote early literacy outcomes for young students who use or need AAC. We will (a) describe effective strategies for AAC-supported early literacy instruction, (b) present findings from two pilot studies, and (c) provide access to resources developed through the PATHS to Reading project. Attendees will gain understanding of effective strategies for supporting phonological awareness, letter-sound knowledge, and language development through shared reading and play. We will also share free online training materials that include “bite-sized” instructional videos (about 8-15 min each, with real classroom examples), observation and self-reflection fidelity rubrics, planning guides, and coaching materials. These resources can be applied across diverse educational settings, improving the quality and accessibility of early literacy instruction for children who use or need AAC.

Barton-Hulsey, A., Biggs, E. E., Coltellino, B., & Gianforte, R. (2026). Play and Read with Me: Implementation fidelity when using augmentative and alternative communication (AAC) for literacy instruction. Manuscript in preparation.

Biggs, E. E., Gianforte, R., Barton-Hulsey, A., & Coltellino, B. (2025). Play and Read with Me: Evaluating the impact of an AAC-supported intervention on students’ production of vocabulary and literacy concepts during shared reading and play. Manuscript in preparation.

Erickson, K. A., & Geist, L. A. (2016). The profiles of students with significant cognitive disabilities and complex communication needs. Augmentative and Alternative Communication, 32(3), 187-197.

Zimmerman, J. (2025). Beyond access: The intersecting role of AAC, literacy, and technology. Augmentative and Alternative Communication, 41(3), 264-266.