Childhood reading and writing experiences of literate adults with severe speech and motor impairments

TLDR

The study surveyed 22 literate adults with severe speech and motor impairments to explore their childhood reading and writing experiences and shared characteristics. Face‑to‑face interviews were carried out by AAC professionals following a standard protocol. Participants reported growing up in homes and schools rich in print materials, with frequent and diverse exposure to reading and writing, suggesting that such environments support literacy development even among those with severe impairments.

Abstract

A retrospective survey was conducted to determine some of the childhood reading and writing experiences and shared personal characteristics of a group of 22 literate adults with congenital severe speech and physical impairments. Professionals in augmentative and alternative communication (AAC) conducted face-to-face interviews using a standard protocol. Descriptive data relative to the nature of the individuals and the home and school contexts of literacy learning are reported. Results indicate that these individuals grew up in home and school environments with abundant reading and writing materials and were immersed in varied and regular experiences with print materials. Implications of the findings with respect to the literature on literacy learning of able-bodied individuals are discussed, and directions for future research suggested.