Let’s Read Together: AAC-Supported Interactive Reading in the Classroom

Nathalie Thomas, Pascale G. P. Grevesse, Angélique Spyropoulos

Background. This study examines the impact of an adapted version of the “Tell Me Program-AAC in the Preschool Classroom” (Zangari & Wise, 2016) on emergent literacy and vocabulary development in children with intellectual and developmental disabilities, autism spectrum disorder, and complex communication needs. Method. Fourteen children aged 6 to 16 participated in a five-week interactive reading intervention supported by augmentative and alternative communication (AAC). Sessions were led by teachers or SLPs. Participants were assessed pre- and post-intervention using experimental tasks targeting core and specific vocabulary, emotion recognition, letter knowledge, print and phonological awareness. Results. Results show significant improvement in print knowledge and phonological awareness, but no significant gains in vocabulary, letter recognition, or emotion identification. Conclusions. These findings suggest that AAC-supported interactive reading can foster certain emergent literacy skills. Limitations highlight the need for further research, including broader age ranges, individual vs. group formats, and integration of high-tech AAC tools.